The effects of self-awareness training on creativity and self-actualization in student teachers



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Problem. To answer the research question-Will self-awareness training increase creativity and self-actualization in student teachers-the researcher conducted a study involving 50 student teachers from Houston Baptist University. Twenty- five of the students (the experimental group) participated in self-awareness training activities directed by the writer during one academia calendar quarter. At the conclusion of the activities, the Personal Orientation Inventory (POI) and the Torrance Tests of Creative Thinking, Verbal Form B (TTCT) were used to assess levels of self-actualization and creativity, respectively, among the subjects. The control group, composed of 25 student teachers during a subsequent academic quarter, received no self-awareness training, but they were tested with the POI and the TTCT. Design. Campbell and Stanley (1966) classified the experimental manipulations employed in this study as Design 4- Posttest-Only Control Group Design. This design controls for all sources of internal invalidity; therefore, the design should effectively eliminate rival hypotheses that could bias the group means and obscure a treatment effect, if found. Hypotheses. The hypotheses were: 1. Self-awareness training will increase selfactualization in student teachers. 2. Self-awareness training will increase creativity in student teachers. Conclusions. 1. The treatment had a positive effect on selfactualization as evidenced from the POI mean scores of 266.04 for the experimental group and 239.52 for the control group. 2. The treatment had a positive effect on creativity as evidenced from the TTCT mean scores of 161.08 for the experimental group and 148.84 for the control group. 3. A positive relationship exists between selfactualization and creativity, even though the scores do not increase at the same rate. The overall correlation (collapsing across treatment groups) between the POI and the TTCT is r = 0.4759, p = 0.001, with significance for the control group (_r = 0.0508, p = 0.005) and marginal non-significance for the experimental group (_r = 0.313, p = 0.064). 4. Regression of the TTCT subscale scores on the overall POI scores reveals that Originality accounts for the most variance after the variance due to condition has been removed. 5. In a regression of the POI subscale scores on the overall TTCT scores, Time Competence accounts for the most variance after the variance due to condition has been removed. 6. Time Competence accounts for the most variance when the POI subscale scores for the treatment group are regressed on the overall TTCT scores. Synergy is second to last in this regression. 7. Regression of the control groups1s POI subscale scores on the overall TTCT scores reveals that Synergy accounts for the most variance. Time Competence is last in this instance. Recommendations. 1. Additional research is needed to study the differences in attitudes and behaviors for subjects participating in self-awareness training as opposed to students not receiving the training. 2. Identical research can be conducted at other educational levels, such as with elementary, junior high, or high school students; with undergraduate college students in any field of study; or with teachers already involved in their profession. 3. A long range follow-up study would be enlightening . 4. Another study could diffuse a series of self- awareness training activities among all the courses a student takes. 5. The feasibility of including a course for credit in a student's college program could be studied. Research would include costs and benefits for the college or university as well as for the student. 6. Further research is needed in the area of the relationship between creativity and self-actualization.