Investigation of the relationship between the perception ofcreativity and the creative potential in adolescents

In this study, it was aimed to examine the creativity performance of secondary school 5th, 6th and 7th grade students, their perceptions of their own creativity levels, and the relationship between their creativity performances and their creativity perceptions. As a data collection tool in the research; Creativity Evaluation Scale-Form A, Form B, Self-Assessment Form and Kaufman Domain Spesifics of Creativity Scale were used. Using purposeful and convenient sampling, one of the purposive sampling methods, data collection tools were applied to 740 students studying in two public schools, one private school and one enrichment program in the 2019-2020 academic year. The students' creativity performance scores, the data obtained from the CAP-Self-Assessment Form and the Kaufman Domain Spesifics of Creativity Form were analyzed using the IBM SPSS Statistics 22 (SPSS Inc., Chicago, IL) program. Pearson Correlation Analysis was applied to examine the relationship between K-DOCS scores and CAP scores. According to the analysis, a statistically significant correlation was found between K-DOCS scores and CAP- Form A, CAP-Form B, CAP-Performance Total, CAP-Self-Assessment and CAP total scores (p<0.05). There was no significant difference in the types of scales total score and subtest scores used in the diagnosed students according to the grade level (p<0.05). When the collected data is analyzed according to the gender variable, the scores of the undiagnosed students differ in favor of the female students in the scores of CAP-Form A, CAP-Form B, CAP-Performance Total, CAP total, and K- DOCS (p>0.05). In the CAP-Self-Assessment scores, there is no difference according to gender in the undiagnosed students (p<0.05). While the CAP-Form B and CAP-Performance Total scores of the diagnosed students differed in favor of female students (p>0.05), there is no gender difference in the CAP-Form A, CAP- Self-Assessment, CAP total and K-DOCS scores (p<0.05). Independent Sample T Test and One Way ANOVA tests were applied to examine whether the scales used differed according to the type of school the students were educated in. While the CAP-Form A, CAP-Form B, CAP-Performance Total and CAP total scores of the undiagnosed students differ in favor of the students studying in private schools (p>0.05), the CAP-Self-Assessment and K-DOCS scores do not differ according to the school type (p<0.05). On the other hand, there is no difference in the total score and subtest scores of the scales used in the diagnosed students according to the school type. While the students who were diagnosed in the subtests measuring creativity potential showed a higher performance, there is no difference between the students who were diagnosed and not diagnosed in the self-assessment tests measuring the perception of creativity.