جستجوی مقالات مرتبط با کلیدواژه « آموزش خلاقیت » در نشریات گروه « پزشکی »

One of the most important concerns of education today is to increase the quality of learning in students and solve their learning problems. Among the factors that can be effective in this field is procrastination. Based on this, the aim of the current research was to compare the effectiveness of creativity training and learning strategies training on optimism and adaptive social performance of procrastinating female students.

The present study was a semi-experimental study with a pre-test-post-test design with a control group and a follow-up period. The statistical population included all second high school female students of Arak city in the academic year of 1998, numbering 13,700 people. Out of this number, 60 students whose academic procrastination score was low were selected by purposeful sampling and randomly assigned to three groups, two experimental groups and one experimental group (20 people in each group). The first experiment group received the research educational intervention including the creativity training program based on the Pirkhafi model (2013) and the second experiment group received learning strategies training based on the Kerami and Amirtimori model (2013). In this research, procrastination, optimism and adaptive performance questionnaires were used. Also, multivariate covariance analysis was used to analyze the data..

The results of the analysis showed that in the field of creativity training and learning strategies training, there is a significant difference between the experimental and control groups in the level of academic vitality and self-efficacy, and there is also a significant difference in the comparison of the effectiveness of the training in favor of creativity training (p≤0.001).

The results of the present study indicated that teaching creativity and learning strategies promotes optimism and adaptive performance in procrastinating female students

Considering that procrastination will cause many problems, especially in the field of learning, therefore, the present study was conducted with the aim of "Evaluating the effectiveness of creativity training and teaching learning strategies on the academic vitality and self-efficacy of procrastinating female students."

The present study was a semi-experimental study with a pre-test-post-test design with a control group and a follow-up period. The statistical population included all the second high school female students of Arak city in the academic year of 1998, numbering 13,700 people. Out of this number, 60 students whose academic procrastination score was low were selected by the purposeful sampling method and randomly assigned to three experimental and experimental groups. The first experimental group received the creativity training program based on the Pirkhafi model (2018) and the second experimental group received learning strategies based on the Kerami and Amirtimori model (2012). In this research, procrastination questionnaires (2012) and life questionnaires of Hosseini Chari and Dehghanizadeh (2011) and auto-amadi Jinks and Morgan (1999) were used. Data were analyzed using multivariate analysis of variance.

The findings showed that there is a significant difference in the level of vitality and academic self-efficacy between the experimental and control groups in the field of teaching creativity and teaching learning strategies (P<0.001); Also, there is a significant difference between the comparison of the effect of training in favor of creativity training (P<0.001).

It seems that teaching creativity and learning strategies promotes vitality and self-efficacy in procrastinating female students.

The aim of this study was to compare the effectiveness of two methods of teaching choice theory and creativity training on the level of thought excitement, resilience and in health care workers. The statistical population of the present study was all kidneys of health workers in Yasuj in 2017-17. Using purposive sampling method or available among health workers of Yasuj city according to the criteria, 45 of these people were randomly selected and divided into three experimental and control groups (15 people). For each group) then resilience questionnaires, thought excitement were taken from all three groups of subjects, The experimental group received therapeutic creativity training and selection theory training in 8 sessions of 90 minutes for 2 months and the control group did not receive training in this training period. P> 0 There is no significant difference. Therefore, the main hypothesis of the research should be rejected; That is, the effectiveness of the two methods of teaching choice theory and creativity training on the level of thought excitement, resilience and is the same in health care workers. The results of the research have shown that participating in group meetings and increasing group actions and reactions and exchanging information and experiences of each employee in training sessions and familiarity with basic needs as well as familiarizing employees with personality components of creative therapy including (self-confidence, courage and Risk-taking) could lead to increased resilience, dynamism and increased psychological well-being in them.