مقایسه اثربخشی بازآموزی سبک‌های اسناد وآموزش مهارت‌های حل مسئله بر خلاقیت دانش‌آموزان

مقالات آماده انتشار

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری گروه روانشناسی دانشگاه آزادتهران مرکز تهران ایران

2 استادیارگروه روانشناسی دانشگاه ازادتهران مرکز ایران

3 استادیار گروه روانشناسی بالینی دانشگاه آزاد اسلامی تهران مرکز ایران

10.48308/apsy.2025.240133.1883

چکیده

هدف: پژوهش حاضر با هدف مقایسه اثربخشی بازآموزی سبک‌های اسناد وآموزش مهارت‌های حل‌مسئله بر ابعاد خلاقیت دانش‌آموزان دختر دوره دوم متوسطه شهر همدان انجام گرفت. روش: پژوهش به روش ‌آزمایشی با طرح پیش­آزمون، پس­آزمون و دوره پیگیری سه ماهه با دو گروه آزمایشی گروه کنترل انجام شد. جامعه آماری، کلیه دانش‌آموزان دختر دوره دوم متوسطه شهر همدان در سال تحصیلی 1404-1403 که به روش نمونه‌گیری خوشه­ای چندمرحله‌ای ، 60 نفر از دانش‌آموزان دختر دوره دوم متوسطه شهر همدان بطور تصادفی انتخاب ودرسه گروه 20 نفری گمارش شدند. گروه اول بازآموزی سبک‌های اسناد و گروه دوم مهارت‌های حل‌مسئله را آموزش دیدند. گروه کنترل هیچ‌گونه آموزشی دریافت نکردند. برای گردآوری داده‌ها از آزمون خلاقیت تصویری تورنس ( فرم الف) استفاده شد. تجزیه‌ وتحلیل داده‌ها با استفاده از آزمون آماری تحلیل اندازه‌گیری مکرر و آنوای دوعاملی آمیخته با نرم‌افزار SPSS24 صورت گرفت. یافته‌ها: یافته‌ها نشان داد که نمرات پیش‌آزمون خلاقیت با نمرات پس‌آزمون و پیگیری تفاوت معناداری داشت (05/0> P). همچنین بین دو مداخله تفاوت معناداری وجود نداشت)000/1=p (. اما اندازه اثر آنها متفاوت بود.  بین خلاقیت در پس‌آزمون و پیگیری با گروه کنترل تفاوت معنادار وجود داشت (05/0> P). آموزش مهارت‌های حل مسئله در مرحله پیگیری افزایش داشته و بیشتر و پایدارتر از گروه بازآموزی سبک‌های اسناد است.
نتیجه‌گیری: بازآموزی سبک‌های اسناد و آموزش مهارت‌های حل‌مسئله بر تمامی مؤلفه‌های‌ خلاقیت دانش‌آموزان اثرگذار می‌باشد. نتیجه کاربردی اینکه این مداخله موجب بهبود خلاقیت می‌شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The comparison of Effectiveness attributional styles retraining and Educational of problemsolving skills on the creativity of students

نویسندگان [English]

  • Mahbube Gomar 1
  • Msoud Ghassemi 2
  • Susan Emamipur 3
1 Ph.d. Student, Department of Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
2 Assista Professor, Department of Educational Psychology, Central Tehran Branch,Iran
3 Associate Professor, Department of Clinical Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
چکیده [English]

Aim: The present study was conducted with the aim of comparing the effectiveness of retraining of attribution styles and problemsolving skills training on the creativity of female students of high schools. Methods: The research was an applied experimental method conducted based on a pre-test, post-test design and a three-month follow-up period with two experimental groups and a control group. The statistical population of the study comprises all female students of high schools in Hamedan city in the academic year 2024-2025. Using a multi-stage cluster sampling, 60 students were selected and randomly assigned to three groups of 20 students each based on the entry criteria. The first group received the retraining of attribution stylesGolprvar1388, the second group the problemsolving skills training Goldfreid & Davidson 2017. The control group did not receive any training. The Torrens Visual Creativity Test (Form A) was used to collect data. Data analysis was performed using repeated measures and two-factor mixed methods statistical test with SPSS24 software. Results:  The findings showed that the creativity scores of pretes bore a significant difference with the posttest and follow-up scores (P<0. 05). The results also indicated that there was no significant difference between the results of the two interventions (p=1/000). However, there was a significant difference in the creativity of each of the experimental groups and the control group (P<0. 05). Conclusion: retraining attribution styles and training problem solving skills has a significant effect on all components of students' creativity.

کلیدواژه‌ها [English]

  • Attributional Styles
  • Creativity
  • Problemsolving Skills

مراجع

  •  Amabile, T. M. (2022). Creativity in context: Update to the social psychology of creativity. Routledge[Link].

       - Beghetto, R. A., van Geffen, B. (2024). Creativity assessment in schools and Classroom. In Handbook of Creativity Assessment (pp. 234–252).      Edward Elgar publishing. [Link]

    • Borgonovi, F., & Greiff, S. (2020). Societal level gender inequalities amplify gender gaps in problem‌solving more than in academic disciplines. Intelligence, 79, 101,422. [Link]
    • Bulut Ates, C., Aktamis, H (2024). Investigating the effects of creative educational modules blended with Cognitive Research Trust (CoRT) techniques and Problem Based Learning (PBL) on students' scientific creativity skills perceptions in science education, Thinking Skills and Creativity, 51. [Link]
    • Cancer, A., Iannello, P., Salvi, C., & Antonietti, A. (2022). Executive functioning and divergent thinking predict creative problem-solving in young adults and elderlies. Psychological Research, 87(2), 388–396. [Link]
    • Castillo-Vergara, M., Galleguillos, N., Cuello L., AlvarezMarin A., Acuña-Opazo C. (2018). Does Socioeconomic Status Influence Student Creativity? ThinkingSkills and Creativity, 29. [Link]
    • Daneshpajouh, R., purmohamad, M., Mahdavian, A. (2020) Effectiveness of problemsolving training to improve employee’s job satisfaction and creativity. [Link]
    • Darabi, K., Gholamzadeh Jofreh, M., Shahbazi, M. (2024). Comparison of the Effectivenessof Self-Regulation
    • Strategies Training and Problem-Solving Skills Training on Self-EfficacyandAcademic Motivation of Tenth Grade
    • Male Students. Journal of Applied Psychological Research, 15(1), 19-36. [Link]
    • Deci, E. L. & Ryan, R. M. (2017). The general causality orientations scale: Self-determination in personality: Journal of Research in Personality, 19, 109-134 [Link]
    • De Bono Group. (2024). Lateral Thinking™ methods overview: A deliberate, systematic process for insight, creativity, and innovation. Retrieved from. [Link]
    • Guliford, J. P. (2005). The nature of human intelligence. McGrahill. NewYork NY. invention Harpercollins publisher.
    • Green, S., De Garrido, M., & Piffer, D. (2024). The process definition of creativity: A comprehensive review. Creativity Research Journal. [Link]
    • Guaman-Quintanilla, S., Everaert, P., Chiluiza, K., et al. (2023). Impact of design thinking in higher education: A multi-actor perspective on problem solving and creativity. International Journal of Technology and Design Education, 33, 217–240. [Link]
    • Harada, T. (2024). Q-learning model of insight problem solving and the effects of learning traits on creativity. Frontiers in Psychology, 14, Article 1287624. [Link]
    • Humble, S., Dixon, P., Mpofu, E. (2018). Factor structure of the Torrance Tests of Creative Thinking Figural Form A in Kiswahili speaking children. Multidimensionality and influences on creative behavior. Thinking Skills and Creativity, 27, 33–44. [Link]
    • Iaoyu Jiax, Weijian Li, Liren Cao (2019) The Role of Meta cognitive components in creative Thinking|. Frontiers in psychology, 10, 2404. [Link]
    • Jia X, Li W, Cao L. (2019). The Role of Metacognitive Components in Creative Thinking. [Link]
    • Kashani Vahid, L., Hakimi Rad, A., Asaseh, E., farsian, A. (2022) Effectiveness of Interpersonal Creative ProblemSolving Training Program on Creativity and Social Skills of Labor Children [Link]
    • Laguia, A., Moriano, JA., Gorgievski MJ. (2019). A psychosocial study of self-perceived creativity and entrepreneurial intentions in a sample of university students. Thinking Skills and Creativity7. 31: 44-57[Link]
    • Moritz S, L ysaker PH. (2018). Metacognition – What did James H. Flavell really say and the implications for the conceptualization and design of metacognitive interventions. Schizophrenia Research. 201: 20-26. /198 [Link]
    • Mohammadi, F., Zakariyai, M., Davoodi, R. (2024). The Effectiveness of the Curriculum based on Storytelling on the Creativity of Female Students. Journal of Research in Educational Systems, 18(65), 72-86. [Link]
    • Najiollahi Malakshah, R., & Rezakhani, S. (2022). The Mediating Role of Social Adequacy in Relationship Between Creative Thinking and Emotional Intelligence with Religious Orientation. JOURNAL OF APPLIED PSYCHOLOGY, 15(4 (60)), 51-79. SID.
    • Nazari, Z., Mohtsham, M., Sharif Far, M., Bahaldini, F. (2019). The importance of fostering creativity in education, 9th National ScientificResearch Conference of Psychology and Educational Sciences, Shirvan. (In Persian). [Link]                                
    • Narimani, M., Seif, S., (2019) A metaanalysis of factors increasing and decreasing students' creativity. Journal of School Psychology and Institutions. 109-126, (3),8[Link]
    • Niknam K, Ghobari Bonab B, Hassanzadeh S, (2019). The effect of creative problemsolving training on creativity and life satisfaction of gifted boy students. Quarterly Journal of Child Mental Health. 2019; 6(2): 205-217. [Link]
    • Olorunfemi-Olabisi, F., A., (2014). Effects of problem-solving technique on test anxiety and academic performance among secondary school students in ondo state. Journal of Research and Method in Educational,4(4),20-26. [Link]

    -Rashidi, E., & Shahrarai, M., (2008). astudy of the relationshi between cbeativity with locus of contorol. In novation in Mangement education (journal of modern Thoughtsin education), 3(3 (11)), 81-99. [Link]

      - Rawlings, B. S., Chetwynd-Talbot, D., Husband, E., Nuttall, A., Quinn, E., Taggart, R., & Roome, H. E. (2025). Divergent thinking is linked with convergent thinking: Implications for models of creativity. Thinking & Reasoning. [Link]

       -     Seif, A. A. (2016). Modern educational psychology. Doran   Press.Tehran.     

    • Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(3), es3. [Link]
    • Sternberg, R. J., Kaufman, J. C., Karami, S. (Eds.). (2023). Intelligence, Creativity, and Wisdom: Exploring Their Connections and Distinctions. Springer Nature. [Link]
    • Stolt, M., Kroesbergen, EH., Van Luit JEH. (2019). Inhibition, friend or foe? Cognitive inhibition as a moderator between mathematical ability and mathematical creativity in primary school students. Personality and Individual Differences. 142: 196-201. [Link]
    • Taherzadeh Ghahfarokhi, S., Aliakbar, F., Razi, Z., & Khaleghi Farimani, T. (2023). Prediction of Suicidal Tendencies Based on Primary Maladaptive Schemas with Mediating Role of Problemsolving Styles in Adolescents. Appl. Psychol, JOURNAL OF APPLIED PSYCHOLOGY 17 (4):39-57.
    • Torrance, E., P., (2013). An instructional model for enhancing incubation. Journal of Creative Behavior, 13(1): 23-35.
    • Urban, K., & Urban, M. (2025). Metacognition and motivation in creativity: The role of creative self-efficacy and perceived value as cues for metacognitive judgments. Metacognition and Learning. Advance online publication. [Link]
    • Yurt, E. (2025). The creative problem-solving skills test: Development and initial validation. International Journal of Education in Mathematics, Science, and Technology, 13(3), 761–790. [Link]
فصلنامه روان‌شناسی کاربردی

مقالات آماده انتشار، پذیرفته شده
انتشار آنلاین از تاریخ 06 دی 1404

فایل ها

هم رسانی

ارجاع به این مقاله

آمار