On a problem of creative thinking and subjective well-being of primary school students

Abstract

To understand the nature of creative thinking process in primary school students, their subjective well-being needs to be estimated as well. Subjective well-being represents a measure of quality of life, satisfaction with life, affective components of personality, etc. The aim of this study was to explore how a sense of well-being/disadvantage manifests in creatively active and inactive children. This study presents data from 142 respondents (primary students in grades 3–4) on indicators of creative thinking and satisfaction with life. Significant negative correlation was found between creative thinking and the general level of satisfaction with life (r = –0,861, р≤ 0.01). Our findings suggested that subjective well-being was more pronounced in children with low levels of creative thinking, and vice versa. These results can contribute to the understanding of creative thinking in relation to subjective well-being of primary school students.