The Relationship Between Psychological Empowerment And Emotional Creativity

Sawsan Almomen

Imam Mohammad Ibn Saud Islamic University (IMSIU), Saudi Arabia

Biography :

Sawsan Almomen, is an Associate Professor in the Department of Psy­chology, specializing in Cognitive Psychology, at Imam Muhammad ibn Saud Islamic University in Ri­yadh, Kingdom of Saudi Arabia. She has supervised and examined over 50 research theses at the master’s and doctral levelsand has published numerous studies in the field of cog­nitive psychology.

Abstract :

Study Objectives:

• To examine the correlation between psychological empowerment and emotional creativity.
• To identify differences in the mean scores of psychological empowerment and emotional creativity according to age group.
• To identify differences in psychological empowerment and emotional creativity according to marital status.
• To determine the extent to which emotional creativity can be predicted through psychological empowerment.

Methodology:

The descriptive method (correlational/comparative) was employ-ed, as it aligns with the objectives of the study.

Sample:

The sample was selected using stratified random sampling based on age group and marital status. The final sample consisted of 150 participants.

Instruments:

• Psychological Empowerment Scale developed by Aker (2013), consisting of 24 items distributed across four dimensions.
• Emotional Creativity Scale developed by Al-Hamdani (2014), consisting of 30 items distributed across three dimensions.
• The researcher verified the psychometric properties (validity and reliability) of the instruments using a pilot study before applying them to the final sample.

Key Findings:

• Significant positive correlations (p < 0.01) were found between all dimensions of psychological empowerment (meaning, autonomy, competence, influence) and the total score, on one hand, and all dimensions of emotional creativity (originality, flexibility, effectiveness) and the total score, on the other hand.
• Statistically significant differences (p < 0.05) were found in the influence dimension and the total score of psychological empowerment according to age group.
• No statistically significant differences were found in the dimensions of psychological empowerment (meaning, autonomy, competence) or in emotional creativity dimensions and total score according to age group among special education teachers in Riyadh.
• No statistically significant differences were found in psychological empowerment or emotional creativity according to marital status.
• The dimensions of competence and influence significantly contributed to predicting emotional creativity, whereas meaning and autonomy did not.