The Emotional Divergent–Convergent Thinking Program (EDICOP): Design, Implementation, and Results
dc.contributor.author | Soroa Martínez, Goretti | |
dc.contributor.author | Aritzeta Galán, Aitor ![]() | |
dc.contributor.author | Muela Aparicio, Alexander | |
dc.contributor.author | Balluerka Lasa, Nekane ![]() | |
dc.contributor.author | Gorostiaga Alonso, Miren Arantzazu ![]() | |
dc.contributor.author | Aliri Lazcano, Jone ![]() | |
dc.date.accessioned | 2021-01-04T12:13:02Z | |
dc.date.available | 2021-01-04T12:13:02Z | |
dc.date.issued | 2020-11-13 | |
dc.identifier.citation | European Journal of Investigation in Health, Psychology and Education 10(4) : 1051-1064 (2020) | es_ES |
dc.identifier.issn | 2254-9625 | |
dc.identifier.uri | http://hdl.handle.net/10810/49628 | |
dc.description.abstract | In a social environment that requires young people to adapt to increasingly demanding situations, emotional education and creativity training may be key for both personal development and academic performance. Given that there are currently no known interventions that develop emotional and creative skills simultaneously in a youth population, the main objective of this study was to design, implement, and evaluate the Emotional Divergent–Convergent Thinking Program (EDICOP). The study design was quasi-experimental with a non-equivalent control group and pretest–posttest measures. The participants included 196 students between 16 and 24 years of age belonging to two centers of higher education. Our results showed that the EDICOP contributed to the improvement of the participants’ divergent-proactive style, positive affectivity, emotional predisposition, and attention, as well as to their preference for cognition. Overall, the EDICOP is, therefore, both relevant and useful, and further research on the mood–creativity link is merited to generate new contexts in higher education for the promotion of both the emotional and creativity dispositions and self-awareness, by combining three basic psychological processes (emotion, cognition, and motivation). | es_ES |
dc.description.sponsorship | This research was funded by the Basque Government (grant number IT892-16). | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | MDPI | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es/ | |
dc.subject | creativity training | es_ES |
dc.subject | emotional education | es_ES |
dc.subject | program | es_ES |
dc.subject | higher education | es_ES |
dc.subject | assessment | es_ES |
dc.title | The Emotional Divergent–Convergent Thinking Program (EDICOP): Design, Implementation, and Results | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.date.updated | 2020-12-24T15:54:02Z | |
dc.rights.holder | 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). | es_ES |
dc.relation.publisherversion | https://www.mdpi.com/2254-9625/10/4/74/htm | es_ES |
dc.identifier.doi | 10.3390/ejihpe10040074 | |
dc.departamentoes | Procesos psicológicos básicos y su desarrollo | |
dc.departamentoeu | Oinarrizko psikologia prozesuak eta haien garapena |
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Except where otherwise noted, this item's license is described as 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).