La brecha creativa: cómo la disonancia entre creatividad percibida y real impacta en el aprendizaje artístico
Ana Leonarte Benedí – Universidad de Zaragoza - ORCID
Juan Carlos Bustamante – Universidad de Zaragoza - ORCID
Natalia Larraz Rábanos – Universidad de Zaragoza - ORCID
Resumen
La creatividad constituye una habilidad esencial en la educación artística, por su implicación en el aprendizaje y el desarrollo del alumnado. Sin embargo, habitualmente, los estudiantes pueden presentar discrepancias entre sus habilidades creativas reales y la percepción que tienen de ellas. Esto puede influir en actitud y motivación hacia el aprendizaje y su rendimiento académico en la asignatura. El objetivo de este estudio es analizar las disonancias entre creatividad percibida y real en 340 estudiantes de educación secundaria que cursan materias de arte y la relación que esto tiene con su rendimiento académico y la actitud hacia la asignatura. A través de medidas de habilidades e identidad creativa, se identificaron tres perfiles diferenciados: identidad inhibida, coherente e inflada. Los resultados apuntan a que la mayoría del alumnado presenta algún grado de disonancia creativa, siendo minoritario el perfil coherente. También se han encontrado diferencias significativas entre estos perfiles y el rendimiento académico y variables de carácter motivacional y actitudinal. Estos hallazgos permiten destacar la importancia de considerar la percepción de la creatividad como un factor clave para el aprendizaje artístico, y permiten establecer una base sólida para el diseño de estrategias pedagógicas.
Palabra clave: Disonancias Creativas
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