The results presented here are taken from empirical studies relating to the relation between academic achievement and sex, type of school, and self-esteem, as well as self-esteem and sex, school level, and academic achievement. Aside from specific issues, these results show, first, that levels of achievement and self-esteem in middle school show much lower values than in high school and primary school. Secondly, although girls show a higher level of achievement, there is no difference between their self-esteem compared to the self-esteem of boys.

This quantitative research examines the utilisation patterns of GPT chat platforms within the adolescent demographic of secondary school students, exploring the potential associations between such usage and their vocational interests, gender, and personality traits. The study involved 75 students from a technologically advanced high school, where tablets and iPads are innovatively implemented, largely replacing traditional teaching aids in every subject. A diagnostic survey and two psychological tests – NEO Five-Factor Inventory NEO-FFI by P.T. Costa and R.R. McCrae – Polish adaptation and Multidimensional Preference Questionnaire WKP were used. The research indicated a correlation between gender and interests and declared level of knowledge about AI tools: in the study group, boys declared a higher level of knowledge and interests. Moreover, there is no significant correlation between personality and the use of ChatGPT. Individuals with managerial and organisational interests reported higher interest in ChatGPT. Conversely, individuals with practical and aesthetic interests stated that ChatGPT restricts creativity.

External factors affecting creativity in aesthetic education according to general education school graduates. Findings from qualitative research

The development of creative abilities is crucial for the holistic development of an individual. If the goal of schooling is the comprehensive development of students, the educational environment should stimulate and support processes of creative thinking rather than hinder or block them. One area of education particularly associated with creativity is aesthetic education. By encouraging exploration and interpretation of art and other forms of artistic expression, aesthetic education supports the emotional, intellectual, and social development of students, enabling them to express themselves in original and personal ways, which is essential for cultivating a creative attitude. This article addresses the issue of external factors affecting creativity within aesthetic education implemented in general education schools, specifically in the subjects of visual arts, music, and Polish language. The research process is guided by the question of external conditions influencing creativity in aesthetic education and their potential significance for students’ creative development. The article presents the results of qualitative research conducted through individual interviews with 25 graduates from the 2022/2023 school year. The experiences shared by respondents highlight numerous factors that, according to existing literature, hinder the development of a creative attitude. The research is exploratory in nature.