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

Document Type : Original Article

Authors

1 Ph.D. Student, Department of Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

2 Assistant Professor, Department of Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

3 Associate Professor, Department of Clinical Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

Abstract

Aim: This study compared the effectiveness of attributional style retraining and problem-solving skills training on creativity among female high school students.
 
Method: An applied experimental design with pretest, posttest, and three-month follow-up was employed. Sixty female high school students in Hamedan during the 2024–2025 academic year were selected using multistage cluster sampling and randomly assigned to two experimental groups and one control group (20 participants each). The first experimental group received attributional style retraining, and the second group received problem-solving skills training. The control group received no intervention. Creativity was assessed using the Torrance Visual Creativity Test (Form A). Data were analyzed using repeated-measures mixed ANOVA in SPSS-24.
 
Results: Significant differences were found between pretest scores and both posttest and follow-up creativity scores in the experimental groups (p < 0.05). No significant difference was observed between the effectiveness of the two interventions (p = 1.00). However, both experimental groups differed significantly from the control group (p < 0.05).
 
Conclusion: Attributional style retraining and problem-solving skills training significantly improved creativity among students. Both interventions may serve as effective educational approaches for fostering creative thinking in adolescents.

Keywords

Main Subjects

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