Msr Mehri Salehi Aghajani, Mr Alireza Mollazadeh, Mr Ayat Saadattalab,
Volume 12, Issue 46 (9-2023)
Abstract
Abstract:
Purpose and background: The present research aim to explain creativity based on self-management with the mediation of creative self-efficacy was conducted in fourth to sixth grade elementary school students with learning problems. Method: The research method was a descriptive-correlation type with a path analysis design in the form of structural equations. Society The statistics of it Including students with learning difficulties 4th to 6th graders were studying in primary schools of Arak city in the academic year of 1400-1401, from which 200 male and female students (100 each gender) with learning problems were selected as the research sample using the purposeful sampling method. The tools used in this research were Shaffer's creativity questionnaire, Houghton and Neck's self-management (2012), and creative self-efficacy (kawrosky, 2010), which were completed by teachers and parents of students with learning problems. The collected data were analyzed using Pearson's correlation coefficients and path analysis in SPSS and AMOS software. Results: The findings of the present study showed that the direct effect of self-management Dimensions on creative self-efficacy and creativity were meaningful. In this sense, with the increase of self -management, there is a positive change in the degree of academic involvement and creativity of students with learning problems is created. Thus, increasing self-management in the dimensions of reward management, visualization of success, self-engagement, setting personal goals, helping oneself, evaluating beliefs and self-monitoring, respectively. It leads to increased creative self-efficacy and creativity. Also, the investigate of Self-management dimensions on creativity, through creative self-efficacy was meaningful and Self-management relationship coefficient with Creativity through creative self-efficacy was 0.31 positive. Also, among the five dimensions of creativity, the trust in creativity component showed the most changeability in the students studied. And the component of fantasizing about creativity showed the least change variance. However, because the research model had a good fit, the relationships between the variables of the model drawn in this research were confirmed.
Conclusion: Based on these findings, it can be concluded that the dimensions of self - management through Increase creative self-efficacy positive effect On The increase creativity in five dimensions. Based on this, it can be said that self-management and its dimensions both have an effect on creative self-efficacy and also on creativity.
Fereshte Salemi, D.r Ayat Saadattalab, D.r Alireza Mollazade,
Volume 15, Issue 49 (11-2024)
Abstract
This research was conducted with the aim of determining the effectiveness of philosophy education for children on critical thinking, academic self-efficacy and spiritual growth of 10-13-year-old female students. This research was applied in terms of purpose and in terms of quasi -experimental method with a pre-test and post-test design with a control group. The statistical population of the research includes all female students aged 10 to 13 in Tehran in the academic year 1402-1403, of which 32 people were selected as a statistical sample using the available sampling method. Of these, 16 people were randomly included in the experimental group and 16 in the control group. Ricketts' critical thinking questionnaire (2003), Jinks and Morgan's academic self-efficacy questionnaire (1999) and King's spiritual intelligence questionnaire (2008) were used to collect data. Data analysis was done through covariance test and SPSS software version 26. The findings of this research showed that teaching philosophy for children according to the size of the effect (0.617) on critical thinking and its components and the effect (0.706) on academic efficiency and its components and according to the size the effect (0.657) has a significant effect on spiritual intelligence and its components. Therefore, it can be concluded that teaching philosophy for children by strengthening thinking skills and developing inner awareness improves and strengthens critical thinking skills, academic self-efficacy and spiritual growth in students.
