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

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان‌شناسی تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.

2 استادیار، گروه روان‌شناسی تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.

3 دانشیار، گروه روان‌شناسی بالینی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.

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 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.
چکیده [English]

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.

کلیدواژه‌ها [English]

  • Attributional Styles
  • Creativity
  • Problemsolving Skills
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