Effectiveness of teaching philosophy to children on students' creative self-efficacy and self-determination

The aim of this study was to determine the effectiveness of teaching philosophy to children on students' creative self-efficacy and self-determination. The present study was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population of the study included all primary school male students in MAKU city in the academic year 2020-2021 with a total of 6520 people. From this population, 30 people were selected by available sampling method. Data collection tools included a creative self-efficacy questionnaire and student self-determination scale. Data analysis was performed using univariate and multivariate analysis of covariance in SPSS program. Data analysis showed that teaching philosophy to children leads to significant differences between groups in creative self-efficacy (F=22.81, h2=0.46), and self-determination (F=6.38, h2=0.63) and Its dimensions include self-knowledge, knowledge of values, implementation and experience of results (P<0.05), Also, eta coefficients showed that teaching philosophy to children had more effectiveness on self-determination than creative self-efficacy. According to the results, teaching philosophy to children is an appropriate and effective intervention to improve creative self-efficacy and self-determination and its dimensions in students.