جستجوی مقالات مرتبط با کلیدواژه « creative thinking » در نشریات گروه « روانشناسی »

The purpose of this research was to study the effect of critical thinking and creative thinking on learning self-regulation with the mediation of emotional intelligence.

The present research method was applied in terms of objective, quantitative in nature, and descriptive in terms of correlation type (structural equation model). The statistical population of the research was all the students of the second year of elementary school in the 2nd district of Ardabil in the academic year of 2022-2023, whose number was about 13500, and 374 of them were selected as a statistical sample using stratified random sampling. The data collection tools were the Rajaee's Critical Thinking Questionnaire, the Welch and McDowall's Creative Thinking Questionnaire, the Schutte et al.'s Emotional Intelligence Questionnaire, and the Bouffard et al.'s Self-Regulated Learning Questionnaire.

The findings indicated that all the absolute, comparative and parsimonious indicators of the model are favorable and critical thinking and creative thinking can have an effect on self-regulation learning both directly and indirectly by considering the mediating role of emotional intelligence (p<0.05).

Finally, it is suggested to draw the attention of families and schools to strengthening critical thinking and creative thinking. Also, with the development of emotional intelligence in students under the format of codified and continuous programs, he took a step towards increasing their self-regulation learning.

Some research has been conducted on the determinant of media literacy. However, this is less done in a causal mode.  Therefore, the aim of this study was to develop a causal model of media literacy based on metacognitive skills, self-regulatory learning strategies and self-efficacy mediated by creative thinking in students.

For this purpose, 318 students of Azad University, North Tehran Branch were selected as the subjects by available sampling method.  Data were collected using the Media Literacy Questionnaire, Wells Metacognitive Skills, Pintrich and De Groot Self-Regulatory Learning Strategies, Schwarzer Self-Efficacy, and Abedi's Creative Thinking. Data were analyzed with the aid of structural equation modeling and AMOS-graphic software.

The results showed that the fit of the proposed conceptual model of the research is approved, and all the three predictor variables of metacognitive skills, self-regulated learning strategies and self-efficacy mediated by creative thinking effect on media literacy.

The findings of the present study can be used by universities, educational centers, IRIB, cultural centers and other related experts and can play a role in the development and improvement of media literacy.

The purpose of this study is to develop and evaluate the effectiveness of creative education program on spiritual vitality, creative thinking and problem solving skills in university students. Based on applied-experimental research of pre-test-post-test with control group and implementation of tests for measuring Abedi creativity (CT), Afrooz spiritual vitality (SHS) and Basador bproblem-solving skills (CPS), the necessary information on the components of creative thinking (fluid, Expansion, flexibility, and initiative ) ,spiritual vitality (feelings, behaviors, and beliefs) and problem-solving skills were collected. The study sample consisted of 72 students at the undergraduate level who were selected by multi-stage random sampling method from different faculties of humanities of Mashhad universities. After 10 sessions of sessions related to creative teaching techniques of Triz, scamper and brainstorming with subjects in experimental groups and data analysis by multivariate analysis of covariance and analysis of covariance (SPSS software version 22), the results showed that Creative education program has a positive effect on spiritual vitality, creative thinking skills and problem solving skills of students, so that the effect was 53.2% according to the ETA coefficient squared. The findings also showed that fluid skill in the experimental group was not significantly higher than the control group. The results also showed that there is no difference between male and female students in terms of the effectiveness of the creative education program.

The aim of this study was to predict social adjustment based on the variables of parenting style, perfectionism and creative thinking in ninth grade students in Rasht city. The research method was descriptive-correlational and the statistical population included all ninth grade girls in public and non-profit schools in Rasht in the academic year 2020-2021, from which 150 people were selected as the statistical sample by available sampling method. To collect data ,Bell Adaptation Questionnaire (1961), Bamrind (1967) parenting styles, Hill et al. (2004) Perfectionism Scale, and Welch and McDowell (2002) Creative Thinking Skills Assessment were used. Data analysis was done using Pearson's correlation coefficient and multiple regression analysis in a step-by-step manner.Findings also showed that there is a significant relationship between social adjustment with parenting styles (authoritarian and authoritarian), perfectionism and creative thinking (p ˂ 0.01). The results of regression analysis revealed that among the components of parenting styles, authoritarian style in a negative way with a beta coefficient of -2.74 and authoritative style in a positive way with a beta coefficient of 4.29 equal to the predictability of social adjustment variables. Also, perfectionism and creative thinking each have beta coefficients of 0.37 and -0.24, respectively, for social adjustment, which shows that the predictor variables of perfectionism are positive and creative thinking is negative. Provide criteria for explaining the variable (p ˂ 0.01). Considering above mentioned finding, it seems that  in order to increase social adjustment, the variables of parenting styles, perfectionism and creative thinking  are essential. The type of parenting methods of parents can have the strongest and most stable effects on the emotional and cognitive development of a child, so that its effects will be manifested during adolescence. Also, perfectionism is one of the personality structures that plays an important role in people's compromise. And one dimension of adaptability is social adaptation, which includes the individual's adaptation to his social environment, so positive perfectionism can have logical strategies for the individual.

Creativity is recognized as one of the key skills in the 21st century. Higher education curricula should cover this skill seriously. The purpose of this study was to explore students' experiences of the creativity process in project-based learning. For this purpose, a descriptive phenomenological method was used. Participants were 11 undergraduate students who were studying educational sciences at Shahid Chamran University of Ahvaz and were selected by purposive sampling method. Inclusion criteria were: undergraduate student in educational sciences, passing an individual project course, doing a creative project, and willingness to participate in the study. The students were involved in a creative project (making an educational game) for approximately 4 months. At the end of the project, a semi-structured interview was conducted with the students. Data were analyzed by a seven-level Colaizzi method. To increase the accuracy of data analysis, MAXQDA software was used. Data analysis revealed four main themes: a) Experiences related to encountering the project, b) processes, c) supportive resources, d) outcomes. Each of the main themes had other sub-themes. Based on the research findings, suggestions have been made to facilitate and improve the students' creativity process.

The aim of this study was to determine the effectiveness of life skills training on children's self-monitoring behavior and creative thinking.

The present study was a quasi-experimental pre-test-post-test design with a control group and a two-month follow-up. The statistical population was children aged 9 to 11 years in Tehran in 1398. After screening with Humphrey Children's Self-Supervision Questionnaire (1982) and Abedi Creative Thinking (2001), 40 children were selected based on purposive sampling method. The experimental group underwent the intervention of Seyedabadi (2010) Life Skills Training in ten 45-minute sessions. Data were analyzed using repeated measures variance.

The results of this study showed that life skills training intervention is effective on children's self-monitoring (F = 22.29, P = 0.001) and creative thinking (F = 18.02, P = 0.001) in the post-test stage. And this effect is stable in the follow-up stage (P = 0.05).

The foundations of knowledge, skills and attitudes are formed from childhood and their importance and necessity have been accepted for the specific and general; Therefore, it is necessary to pay attention to any educational development and innovation from the early years of childhood and to plan for childhood and beyond and build on a strong foundation.

The art of music and its relationship with human beings have always been considered and its effects on human body, soul and soul have been studied. The aim of this study was to compare creative thinking, emotional intelligence and mental health among traditional and new male and female musicians. The statistical population of this study consisted of 400 traditional and new musicians (220 traditional musicians and 180 new musicians). The instruments of this study included Abedi\'s Creative Thinking Inventory (1993), Bar-e-On\'s Emotional Intelligence Questionnaire (1980) and mental health thinking questionnaire 90 questions (1973) for statistical analysis of data, and independent T-test was used, and the findings indicate that there is a significant difference between the components of creative thinking, emotional intelligence and mental health among male and female musicians.

We need social skills to succeed in interpersonal relationships. Positive emotions and self-satisfaction are the results of success in these relationships. This study aimed to Compare the Effectiveness of Brain-Based Learning and Creative Thinking in Improving Students' Social Skills of ninth grade high school male students in Bonab city.

The type of quasi-experimental research was pre-test -post-test and the statistical population of this study was ninth-grade male students in the academic year 1399-1400 in Bonab city. Among these students, 45 were selected by cluster random sampling. Students were randomly divided into three groups of 15 in two experimental groups and one control group. The number of training sessions was 15 sessions of 45 minutes for each experimental group. Data were collected using the Keramati Social Skills Development Questionnaire (2007). The obtained data were analyzed by analysis of covariance and SPSS-26 software.

Findings obtained from analysis of covariance showed that training classes are effective in increasing the social skills of experimental groups. Also Creative thinking 39.2% and brain-based education 37.9%   explained the variance of social skills scores.

Based on the findings of this study, it can be concluded that the training of brain-based learning and creative thinking has a significant effect (p<0.05) on social skills and has promoted it in experimental groups. Also, the effect of creative thinking in promoting social skills has been more than brain-based learning.

Determining the mediating role of social adequacy in relationship between creative thinking and emotional intelligence with religious orientation.

The research method was correlation and the statistical population of 1187 female vocational students in the 4th district of Tehran (2015-16). According to Klein (2016) and considering the probability of decline, 240 people were selected by multi-stage random sampling. Out of 10 public high schools, Absal, Sedigheh Roudbari, Imam Mohammad Baqer and Bint Al-Huda Sadr, and then 2 classes from each high school in 2 fields of experimental sciences and mathematics were randomly selected. The research instrument were Parandin Social adequacy Questionnaire (2006), Abedi Creative Thinking (1984), Bar-on Emotional Intelligence (1980) and Allport and Ross Religious Orientation (1967). After removing 20 incomplete questionnaires, the data of 220 people were analyzed using path analysis.

The results showed that creative thinking, emotional intelligence and social adequacy can predict internal and external religious orientation negatively and positively (P = 0.001), respectively. Indirect path coefficient of creative thinking and emotional intelligence with internal religious orientation in the negative (β = -0.104, P = 0.001) and (β = -0.226, P = 0.001) and with external religious orientation is significant positively (β = 0.054, P= 0.006) and (β = 0.117, P = 0.006) through social adequacy mediation.

By cultivating and strengthening the independent variables of research, students can lead to an internal religious orientation.

The purpose of the current study was to determine the effect of creative thinking training on the creativity of 12-year-old girl members of Imam Ali Public Library in Qom. This experimental research had a pretest-posttest control group design. The statistical population of the study consisted of all 12-year-old girl members of Imam Ali Public Library in Qom from among whom 60 children were randomly selected and assigned to an experimental (N=30) and a control group (N=30). The experimental group was treated with twelve  60-minute creative thinking sessions; however, the control group received no intervention. The instrument included Torrance Test of Creative Thinking (Visual Test, Form A). For the purpose of data analysis, independent t-test was used. The results showed that there was a significant difference between the creativity scores of children who received the training in creative thinking skills and those who did not receive the intervention. In fact, the training fostered children’s creativity. Regarding the components of creative thinking, i.e., fluency, flexibility, originality and elaboration, it should be stated that the training enhanced these components as well.

One of the most important issues facing today's societies is the tendency of different age groups to cyberspace and the activity and time spent in it, and adolescent students are no exception. According to studies, cyberspace is one of the effective factors in the formation of personality and adolescent behavior, but cyberspace has advantages and disadvantages that cause positive and negative effects on its users, including adolescents. This research was conducted by action research method and the effect of workshops with creative thinking of students and parents on the harms caused by cyberspace in a statistical sample of 30 sixth graders of one of the public girls' schools in Tehran in the academic year of 1997- 96 has been done. In this research, through observation and interview, evidence 1 has been collected and after analyzing and selecting the solution and implementing it, evidence 2 has also been collected and examined by observation, interview and survey method. By examining the second evidence, the researcher found that the relative satisfaction of parents and students with increasing awareness and the effect of strategies on preventing cyberspace harms have been obtained. Created in the behavior of students in cyberspace. By holding workshops for parents and students with a creative thinking approach to prevent cyberspace damage, it is necessary to start the necessary training on behavior in cyberspace from the very beginning of the elementary school. It is suggested that the chapter on cyberspace damage be added to the chapters of the sixth grade elementary school technology textbook.