مقایسه اثربخشی آموزش راهبردهای فراشناختی و بازآموزی سبک‌های اسناد برابعاد خلاقیت دانش‌آموزان دوره دوم متوسطه همدان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان‌شناسی تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

2 استادیار، گروه روان‌شناسی تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

3 دانشیار، گروه روان‌شناسی بالینی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

10.22084/j.psychogy.2025.30769.2780

چکیده

هدف: پژوهش حاضر با هدف مقایسه اثربخشی آموزش راهبردهای فراشناختی و بازآموزی سبک‌های اسناد بر ابعاد خلاقیت دانش­‌آموزان دختر دوره دوم متوسطه شهر همدان انجام گرفت.
روش: روش پژوهش آزمایشی از نوع  پیش‌­آزمون-پس‌­آزمون با گروه گواه و دوره پیگیری دو ماهه بود. جامعه آماری، کلیه دانش­‌آموزان دختر دوره دوم متوسطه شهر همدان در سال تحصیلی 1404-1403 بود، که به‌روش نمونه‌گیری خوشه‌­ای چند مرحله‌­ای 60 نفر از دانش‌­آموزان انتخاب شدند و  به صورت تصادفی در  سه گروه 20نفری گمارش شدند. گروه اول آموزش راهبردهای فراشناختی (سکستون، 1998) و گروه دوم بازآموزی سبک‌های اسناد (گلپرور، 1388) را تجربه کردند. گروه کنترل هیچ‌گونه آموزشی دریافت نکرد. برای گردآوری داده‌ها از آزمون خلاقیت تصویری تورنس (2025، فرم الف) استفاده شد. تجزیه‌وتحلیل داده‌ها با استفاده از آزمون آماری تحلیل اندازه‌گیری مکرر و آنوای دوعاملی آمیخته با نرم‌افزار SPSS24 صورت گرفت.
یافته‌ها: یافته‌ها نشان داد که پیش‌آزمون خلاقیت با نمرات پس‌آزمون و پیگیری تفاوت معناداری داشت (0.05>P). همچنین نتایج بر این دلالت داشت که بین دو مداخله تفاوت معناداری وجود نداشت. اما در خلاقیت هر یک از گروه‌های آزمایش با گروه کنترل تفاوت معنادار وجود داشت (0.05>P) .
نتیجه‌گیری: آموزش راهبردهای فراشناختی و بازآموزی سبک‌های اسناد بر تمامی مؤلفه‌های‌ خلاقیت دانش‌آموزان اثرگذار می‌باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Comparison of Effectiveness Educational of Metacognition Strategies and Attributional Styles Retraining on the Dimensions of the Creativity in Second High School Students Hamadan City

نویسندگان [English]

  • Mahbube Gomar 1
  • Masoud Ghassemi 2
  • susan Emamipur 3
1 Ph. D Student, Department of Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran. Iran
2 Assistant Professor, Department of Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
3 Associate Professor, Department of Clinical Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده [English]

Objective: The present study was conducted with the aim of comparing the effectiveness of metacognitive strategies training and retraining of attribution styles on the creativity dimensions of female students of high schools in the city of Hamedan, Iran.
Methods: The research was an applied experimental method conducted based on a pre-test, post-test design and a two-month follow-up period with two experimental groups and a control group. The statistical population of the study comprises all female students of high schools in Hamedan city in the academic year 2024-2025. Using a multi-stage cluster sampling, 60 students were selected and randomly assigned to three groups of 20 students each based on the entry criteria. The first group received the metacognitive strategies training and the second group the retraining of attribution styles. The control group did not receive any training. The Torrens Visual Creativity Test (Form A) was used to collect data. Data analysis was performed using repeated measures and two-factor mixed methods statistical test with SPSS24 software.
Results: The findings showed that the creativity scores of pretes bore a significant difference with the posttest and follow-up scores (P<0. 05). The results also indicated that there was no significant difference between the results of the two interventions. However, there was a significant difference in the creativity of each of the experimental groups and the control group (P<0. 05(.
Conclusions: Teaching metacognitive strategies and retraining attribution styles has a significant effect on all components of students' creativity.

کلیدواژه‌ها [English]

  • Attribution styles
  • Creativity
  • Metacognitive strategies

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