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Volume 3, Issue 33 (2-2017)
Abstract
The aim of the study was to investigate predicting of critical thinking based on emotional creativity and its components in university students. One hundred fifty six Shiraz university students were selected using convenient sampling method. Emotional Creativity and Critical Thinking Questionnaires were used for collecting data. Data were analyzed by Pearson correlation and multiple regression analysis. Results showed that emotional creativity was positively related to critical thinking. Also, critical thinking was significantly associated with components of effectiveness/authenticity and preparedness, but there was not significantly association with component of novelty. In additional, emotional creativity was positively correlated with all if components of critical thinking: engagement, maturity, and innovativeness. Simple regression analysis indicated emotional creation significantly predicted critical thinking. Furthermore, multiple regression analysis showed that among of components of emotional creativity, effectiveness/authenticity component only significantly predicted critical thinking. Based on the findings, it can be concluded that emotional creativity plays an important role in critical thinking.
Bahram Movahedzadeh,
Volume 6, Issue 39 (12-2019)
Abstract
The aim of this study was to determine the effect of teaching critical thinking skills on creativity of male high school students in Behbahan city. Teaching critical thinking was independent variable, and creativity were dependent variables. The present study was a field experimental study with pre- post-test and follow-up design. The variables were measured by Critical Thinking of Halpern, version 21 and Creativity of Abedi. The sample consisted of 50 high school students in third grade that were enrolled in the school year of 2015-2016, and were selected through multistage random sampling method. They also were randomly assigned into two experimental and control groups. Before teaching critical thinking to experimental group, the pre-tests of critical thinking and creativity were administered to both groups. Then, the experimental group was taught critical thinking and no training was provided to the control group. After the completion of the course, the critical thinking and creativity questionnaires were administered to both groups, and five weeks later were administered again. Results of multivariate analysis of covariance (MANCOVA) indicated that teaching critical thinking causes a significant increase in creativity in students. Also, the results indicated that teaching critical thinking has a persistent effect on creatively over time.
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Volume 9, Issue 43 (12-2021)
Abstract
The purpose of the present study was to investigate the effect of using educational multimedia in storytelling on increasing the creativity of fourth grade elementary school students in the downtown area of Susangerd in 2019. The statistical population studied in this study was 109 male elementary school students in the downtown area of Susangerd city in the academic year 97-98. The sample size was 85 students according to Cochran formula and 50 students were selected by convenience sampling method and were divided into two groups (25 experimental and group, 25 control group). The semi-experimental research method is pre-test and post-test. The research instrument was the standard Torrance Creativity Testing Questionnaire (1979). The experimental group received 8 sessions of 30-minute storytelling experiment with multimedia teaching tools. The collected data were analyzed by SPSS 24 software. Statistical methods of t-test and U-test were performed. In the above instrument, the coefficient was 95%. The results showed that the use of educational multimedia in storytelling affects the creativity of fourth grade elementary school students in the downtown area, in other words, the use of educational multimedia in storytelling on fluidity, initiative, and flexibility. And it affects the development of students.
Msr Mehri Salehi Aghajani, Mr Alireza Mollazadeh, Mr Ayat Saadattalab,
Volume 12, Issue 46 (9-2023)
Abstract
Abstract:
Purpose and background: The present research aim to explain creativity based on self-management with the mediation of creative self-efficacy was conducted in fourth to sixth grade elementary school students with learning problems. Method: The research method was a descriptive-correlation type with a path analysis design in the form of structural equations. Society The statistics of it Including students with learning difficulties 4th to 6th graders were studying in primary schools of Arak city in the academic year of 1400-1401, from which 200 male and female students (100 each gender) with learning problems were selected as the research sample using the purposeful sampling method. The tools used in this research were Shaffer's creativity questionnaire, Houghton and Neck's self-management (2012), and creative self-efficacy (kawrosky, 2010), which were completed by teachers and parents of students with learning problems. The collected data were analyzed using Pearson's correlation coefficients and path analysis in SPSS and AMOS software. Results: The findings of the present study showed that the direct effect of self-management Dimensions on creative self-efficacy and creativity were meaningful. In this sense, with the increase of self -management, there is a positive change in the degree of academic involvement and creativity of students with learning problems is created. Thus, increasing self-management in the dimensions of reward management, visualization of success, self-engagement, setting personal goals, helping oneself, evaluating beliefs and self-monitoring, respectively. It leads to increased creative self-efficacy and creativity. Also, the investigate of Self-management dimensions on creativity, through creative self-efficacy was meaningful and Self-management relationship coefficient with Creativity through creative self-efficacy was 0.31 positive. Also, among the five dimensions of creativity, the trust in creativity component showed the most changeability in the students studied. And the component of fantasizing about creativity showed the least change variance. However, because the research model had a good fit, the relationships between the variables of the model drawn in this research were confirmed.
Conclusion: Based on these findings, it can be concluded that the dimensions of self - management through Increase creative self-efficacy positive effect On The increase creativity in five dimensions. Based on this, it can be said that self-management and its dimensions both have an effect on creative self-efficacy and also on creativity.
