Perceived Creativity: Its Relationship to Social Status and Self-Concept Among Chinese High Ability Children

Abstract

This study examined the connection between children's perceived creativity and their social status and self-concept. Results from a group of high ability Chinese grade school children showed that peer-perceived creativity tended to associate positively with sociability-leadership, but at the same time, also positively with aggressive-disruptive and sensitive-isolated. It was also found to relate positively with peer liking of Like-Least and social impact, but somewhat negatively with social preference. Surprisingly, peer-perceived creativity was associated negatively with self-concept. With respect to group leader-perceived creativity, a similar pattern of relationships was found. Results from regression analysis showed that sociability-leadership was more predictive of peer-perceived creativity, whereas aggressive-disruptive was more predictive of group leader perceived creativity. These contrasting associations seemed to unveil different characteristics of a creative child in terms of social and self-perception.