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inversiveness (t=-3.345, p =0.001) and the total creativity average (t=-3.016, p=0.003)
compared to the data of the third year students (see Table 5). Therefore, it should be stated
that the fourth year students assess their creativity with significantly higher scores in terms
of statistics than the third year students.
Table 5. The average estimates (M) of creativity sub scales in groups of students of different years of study
Name of the First year Second year Third year Fourth year
scale
Intuition 1.83 2.01 1.78 2.19
Fantasy 2.54 2.68 2.56 2.58
Seeking 3.76 3.78 3.77 3.88
creativity
Seeking 5.67 5.65 5.62 6.58
innovation
Flexibility 2.4 2.45 2.43 2.85
Originality 4.96 5.32 5.12 6.23
Criticism 3.3 3.42 3.51 3.69
Inversiveness 2.4 2.42 2.27 3.12
Childishness 5.68 5.65 5.64 5.85
Total average 32.55 33.38 32.66 36.96
Generalizing the results of the students of different years of study we observe higher
estimates of senior students (the fourth year) in most subscales of creativity, which means
that the fourth year students assess their creativity higher than junior students (the first and
the second year).
After estimating Student's t test, statistically significant differences in the creativity sub
scale between the students who did not work while studying and those who aligned their
studies with work were not identified (see Table 6).
Table 6. The average estimates (M) of creativity, standard deviations (SD) and differences in the level of
significance of students who do not work while studying and those who align their studies with work
Name of the
scale
Students who
do not work
while studying
Study and work t p
M SD M SD
Intuition 1.87 0.89 1.92 0.95 -0.473 0.636
Fantasy 2.63 0.66 2.53 0.72 1.255 0.21
Seeking 3.86 1.13 3.69 1.01 1.302 0.194
creativity
Seeking 5.67 1.88 5.8 1.88 -0.569 0.57
innovation
Flexibility 2.46 1.01 2.47 0.88 -0.059 0.953
Originality 5.16 1.79 5.31 1.62 -0.717 0.474
Criticism 3.41 1.38 3.49 1.28 -0.519 0.604
Inversiveness 2.39 1.2 2.46 1.17 -0.49 0.624
57