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.

10.48308/apsy.2025.240133.1883

Abstract

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.

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