The aim of the present study was to investigate the effectiveness of cognitive-emotional-social working memory training on improving verbal creativity and academic self-efficacy among elementary school students.
 
Methods and Materials: The research method was quasi-experimental, utilizing a pretest-posttest design with a control group. The statistical population included all fifth-grade students in the city of Zabol during the 2022-2023 academic year. The study sample consisted of 40 students with poor working memory performance, selected through multistage cluster random sampling, and randomly assigned to experimental and control groups (20 students in each group). To collect data, the Torrance Test of Verbal Creativity (1979) and the Academic Self-Efficacy Scale by Jing and Morgan (1999) were used. In the pretest phase, both groups were assessed using these instruments. The experimental group received working memory training over three months, consisting of 20 sessions, each lasting 90 minutes, while the control group did not receive any intervention. Data were analyzed using analysis of covariance.
 
The results showed that cognitive-emotional-social working memory training significantly improved verbal creativity and academic self-efficacy among students.
 
Based on the findings of this study, it appears that cognitive-emotional-social working memory training, due to its multi-faceted, diverse, numerous, and ability-appropriate tasks, is effective in enhancing verbal creativity and academic self-efficacy in students with poor working memory performance.

The purpose of this study was to investigate the effectiveness of verbal creativity storytelling and phonological awareness of dyslexic students which was done by a quasi-experimental design with pretest-posttest with control group. The sample included 28 dyslexic male students who completed the third elementary school in the academic year of 2018 selected through convenient sampling from the centers of diagnosis and treatment of state and private learning disorders in the cities of Tehran, Shahryar and Karaj. The students were randomly assigned into two experimental and control groups of 14 people. The instruments used in this research were Dastjerdi and Solaymani Phonological awareness and Torrance Creativity Test of Verbal Section (Form A). The data were analyzed using covariance analysis. The results indicated that the method of storytelling was based on the overall score of verbal creativity, the score of each of the subscales (originality, fluency and flexibility), the overall score of phonological awareness, and the score of its levels (syllabic, intra-syllabic and phonological awareness). These have been effective and led to higher scores. Based on the findings of the study, the storytelling method is effective in improving the performance of dyslexic students.

creativity and time management for everyone are important issues, and for students of course more important and perhaps more vital. This study has considered the relationship between creativity and time management in students, the mediating role of gender and field of study. The statistical society included all students of the Bu Ali Sina University in 2012 that 375 of them were selected as pilot group based on stratified method and relative type. They were also tested by two questionnaires of Britton and Tesser's Time Management and Verbal Section (part) of Torrance Creativity Test.Result (s): The result showed a significant and positive relation between creativity and time management, so that the more short- term planning students have, the greater creativity they will create. It can be mentioned, based on the result, short-term planning of male students has stronger connection with Individual Creativity than the female ones. There was positive relation between time attitudes and creativity. Also, score of verbal creativity in the female were higher than male. these findings have some practical implications which will be mentioned in the paper in more details.

Unlike teacher beliefs, there has been a dearth of study regarding EFL learner beliefs. The reason can be that Horwitz (1987) and the existing literature has predominantly been in an ESL context. The present study reports the development and validation of a scale to measure the learner beliefs about language learning in Iranian EFL contexts. Using a combination of verbal creativity method, interview-based method, and previously-established questionnaires to draw up the item pool for the scale, a 45-item scale was finally developed. It was administered to 319 randomly-selected students studying English at Islamic Azad University Roudehen Branch. The internal consistency was calculated to be 0.78 through Cronbach's Alpha Formula. The results of factor analysis yielded five factors with 33 items: mediatory beliefs, self-beliefs, attributive beliefs, traditional beliefs, and epistemological beliefs. Results indicated that self-belief among others is the strongest dimension of beliefs among Iranian undergraduate students.

For the purpose of studying the effect of the course creativity development in children (that is one of the courses taken by third grade female students in the field of babysitting at the technical high school) on the creativity improvement of the same students, a semi-experimental method with the control group and pretest-posttest was used and a sample consisting of 108 third year female students of Shiraz technical high schools were selected based on GAP of 14-17(out of 20) and an IQ of 90-110. Of this group, 54 students in the field of babysitting were considered as the experimental group. They passed the same course unit during the school year. The other 54 subjects were selected from among other fields of study in the technical high schools as the control group. This group had not taken the course unit in question. The most important question was whether providing the course "creativity development in children" was effective upon creativity improvement of students in the field of babysitting. To answer the questions, both groups took a pretest by Torrance verbal creativity test (from A) at the beginning of the school year and at the end of the year. Again, both groups, the experimental and the control one were evaluated using form B of Torrance test (post- test). Creativity scores of the two groups and the scores of the experimental group (pretest and post-test) were compared by t-test. Findings showed an increase in the creativity score of the students in the field of babysitting (the experimental group). The scores of this group as compared with those of the control group showed significant superiority in the elements fluidity, expansion, and the total score as well. In addition, based on the multivariate regression findings of the independent variables, the field of study, mother, job and student's achievement (GAP) were better predictors for the dependent variable, which is creativity.

In educational paradigms, particularly within the domains of art and industrial design, creative thought isheralded as a cornerstone for academic and professional success. Students in these disciplines are lauded fortheir ability to conceptualize new products and services through innovative ideation. A gamut of pedagogical strategiesand methodologies has been adopted to enhance and expedite the ideation process for aspirant industrial designers andarchitects. This scholarly treatise examines the discrete impacts that verbal and written creative techniques exert on theideation efficacy of students engaged in architecture and industrial design disciplines. The manuscript commences byestablishing the criticality of the ideation phase within the industrial design and architectural creation process, followedby an exposition on the integration of creativity-fostering instruments therein. Subsequently, the study expounds upon twopreeminent tools — namely, Brainstorming, a technique predicated on verbal creativity, and Brainwriting, a writtencreativity-facilitating technique—. These methods are identified as benchmark practices in workshops geared toward theforestation of ideas and product design. Empirical evidence from this study was garnered through the observation of 48students categorized into 8 distinct cohorts. These groups undertook the task of idea generation for two design challenges:crafting a game for visually impaired children and for individuals with paraplegia, utilizing the stipulated tools. Thefindings revealed that the Brainwriting technique yielded a higher quantity and variety of ideas compared to that ofBrainstorming. Nonetheless, the data suggests a parity in the caliber of ideas generated between the two methodologies.There was, however, a discernible predilection for the unique types of ideas that emanated from the Brainwritingapproach. In contrast, the Brainstorming technique was noted for fostering an environment rich in engagement andconviviality. The cultural and linguistic underpinnings that might influence these observed dichotomies remain areas ripefor exploration in subsequent research endeavors.

Creativity is a human cognitive abilities. As a rule a cognitive style affected. There are bilateral relationship between mood and cognition. A's we think about emotional states involved in the formation of mood and emotional states influence on cognitive processes.
The present study was aimed to investigate the effectiveness of mood induction methods to improve creativity fluent Verbal and flexibility in the students of Islamic Azad University of Najaf Abad. The design of this study was Quasi-experimental with a pretest- post test control group and Evaluation. The sample in this study was selected randomly from the students of Islamic Azad University Najaf Abad. They were then placedin to experimental and control groups. Mood induction procedures were taught for 8 sessions of 90 minutes each experimental group. Instrument included abedi Creativity Test inventory. The results of the analysis of covariance showed that mood induction methods was effective in inducing positive mood in the students, however it was effective on their creativity fluent Verbal and flexibility. Scores will increase their creativity ,results of this study it can be concluded, mood induction methods creates significant induction(0/05) was able to enhance students 'creativity fluent verbal And flexibility, significant relationship was between mood induction procedure and creativity fluent Verbal and flexibility

The aim of this research is to study the relationship between Percieved Autonomy supportive, Percieved Structure and Gender with creativity.A sample of 500 (girl & boy)third grade higher school students in Zahedan were selected,by Cluster multi – level sampling.The Torrance tests of creative thinking(TTCT,1992) (verbal form A & B) and Teacher as a social context questonnair (TASC)(Belmont & others,1991)were administrated on all subjects.The questionnairs validity and reliability were satisfied with Convergent validity,Equivalence reliability,Cronbach`s Alpha, Test- retest,and Confirmatory factor analysis.The results of multiple regression shows positive and significant relationship between Percieved Autonomy supportive, Percieved Structure and Gender with creativity.Also results shows girl’s creativity is higher from boy’s creativity.

In this study, the relationship between spatial visual observation and working memory with creativity and math anxiety has been investigated through mediation of mathematical self-efficacy and social intelligence among female students.

The method is correlation with a path analysis. A total of 477 students were selected randomly from a multi-stage cluster randomly from all female students of fifth grade elementary school in public schools in Tehran during the academic year of 2017-18. Students were examined by the non-verbal creativity questionnaire of Torrance Form A, MARS-R Mathematic Anxiety Scale, working Memory for Children (SMBK), Liv, Kivevala and May,s Mental Self-Efficacy, Traumous Social Intelligence (TSIS), and Processing Test Binet's spatial visualization completed. In order to analyze the data, Pearson correlation and path analysis were used .

Based on the proposed model (RMSEA = 0.001), in this study, Visual- spatial Processing variables were only indirectly mediated by social intelligence and math self-efficacy variables on math anxiety (P-value <0.05, = β) and showed a relationship with social intelligence mediating with creativity (P-value <0.05). Also, the working memory variable was displayed only directly (P-value = 0.03, β = 099) with creativity.

Considering the confirmation of the main goal of this study, one can mention the two variables of social intelligence and mathematical self-efficacy as the variables that influence the educational priorities of the educational system in order to increase creativity and reduce the math anxiety

Some children have difficulty with verbal intelligence as well as creativity and lexical literature, and as a result, skills such as reading and writing. Using appropriate methods for children, such as narrative therapy, can probably help improve children's learning and academic achievement in the future. The present research was conducted to determine the effect of narrative therapy on verbal intelligence, creativity, and lexical literature in children of Tohid Kindergarten in Isfahan, Iran.

This was an experimental pretest-posttest study with control group. For this purpose, from all children of Tohid Kindergarten in Isfahan City in 2018-2019, 30 children were selected through convenience sampling and randomly assigned into two experimental (n = 15) and control (n = 15) groups. Then the experimental group was trained in 8 sessions of 4 minutes. Before and after the implementation of the independent variable, Wechsler Intelligence Scale for Children (WISC) (verbal understanding and lexical range) and the Torrance Tests of Creative Thinking (TTCT) (form B) were used as research tools. Data were analyzed using analysis of covariance (ANCOVA).

In the pre-test, the mean of verbal intelligence, lexical literature, and creativity in the experimental group was 101, 10.7, 58.7, respectively. And in the post-test phase of the experimental group, these values were obtained 104, 11.5, 65.6, respectively, which indicates an increase in variables in the post-test stage compared to the pre-test. In addition, in the pre-test of the control group, mean of verbal intelligence, lexical literature, and creativity was reported as 99.3, 10.4, and 59, respectively, and in the post-test stage, these values were obtained 99, 10.05, and 58.6, respectively, which indicates that the values of variables in the control group did not differ in pre-test and post-test. Therefore, storytelling training had a significant effect on verbal intelligence (F = 12.88, P < 0.001), lexical literature (F = 14.6, P < 0.001), and creativity (F = 108.48, P < 0.001) variables.

Some students have problems in the field of verbal skills and on the other hand, verbal skills are a kind of crystallized intelligence. The results showed that using the method of storytelling had a significant effect on children's verbal intelligence, lexical literature, and creativity in the experimental group compared to control group.