خلاقیت: فرهنگ وابسته یا نه؟ فهرست پاسخ های غیرخلاق تورنس در جمیعت ایرانی
محورهای موضوعی : خلاقیت و نوآوری از جنبه‏های روان‏شناختی، علوم شناختی، علوم تربیتی و آموزشی (خلاقیت شناسی روان‏شناختی، خلاقیت شناسی پرورشی)
سعید اکبری زردخانه
1
*
,
اميرحسين دانشمند كفترودي
2
,
جلیل فتح آبادی
3
1 - . استادیار گروه روانشناسی کاربردی، دانشگاه شهید بهشتی، تهران، ایران.
2 - دانشجوی کارشناسی ارشد روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی دانشگاه شهید بهشتی، تهران، ایران.
3 - دانشگاه شهید بهشتی
کلید واژه: آزمون تفکر خلاق تورنس, ارزیابی بینفرهنگی, فرهنگ¬وابسته, خلاقیت, ابزار بومی,
چکیده مقاله :
هدف : هدف پژوهش حاضر بررسی قابلیت استفاده فهرست استاندارد پاسخهای غیرخلاق 2017 آزمون تفکر خلاق تورنس برای جمعیت کارکنان ایرانی بود. بهعبارتدیگر تأثیر مطالعه اثر فرهنگ بر نمره اصالت و کارایی فهرستهای استاندارد بود.
روش: این پژوهش از نظر هدف بنیادی، از نظر روش گردآوری دادهها، توصیفی- پیمایشی و همچنین از حیث نوع دادهها، آمیخته بود. جامعه آماری شامل کارکنان یک شرکت صنعتی ایرانی بود که 241 نفر (14 درصد زن) به شیوه نمونهگیری ساده انتخاب شدند. مشارکت کنندهگان به هردو فرم نسخه تصویری آزمون تفکر خلاق تورنس پاسخ دادند و فهرست پاسخهای غیرخلاق بومی بر اساس دستورالعمل نسخه 2017 آزمون و از طریق تحلیل تماتیک ایجاد و با فهرست استاندارد مقایسه شد.
یافتهها: تحلیل دادهها منجر به شناسایی 111 طبقه پاسخ منحصربهفرد شد. مقایسه نمرات اصالت نشان داد که نمرات حاصل از فهرست بومی در نمره کل اصالت بهطور معناداری بالاتر از فهرست استاندارد بود (فرم A: 24/0=d؛ فرم B: 12/0=d). در فعالیت 3 نیز فهرست بومی نمرات بالاتری تولید کرد (فرم A: 55/0=d؛ فرم B: 55/0=d). در مقابل، فهرست استاندارد برای فعالیت 2 نمرات بالاتری داشت (فرم A: 24/-0=d؛ فرم B: 82/0-=d). همچنین نمرات فعالیت 1 نشاندهنده ناسازگاری میان دو فهرست بود (فرم A: 32/0-=r؛ فرم B: 13/0=r).
نتیجهگیری : یافتهها حاکی از آن است که فهرستهای استاندارد پاسخهای غیرخلاق برای ارزیابی خلاقیت در جمعیت ایرانی کارایی کافی ندارند و به کاهش مصنوعی نمرات اصالت منجر میشود. بنابراین تدوین و استفاده از فهرستهای بومی، با درنظرگرفتن ویژگیهای فرهنگی و اجتماعی گروههای هدف، ضروری است.
Objective: This study aimed to develop a culturally adapted "Zero Originality List" (ZOL) for the Torrance Tests of Creative Thinking-Figural (TTCT-Figural) and to examine its consistency with the 2017 standardized ZOL in an Iranian employee sample. It also investigated the cultural impact on originality scores and the appropriateness of standardized lists for cross-cultural assessments.
Method: The research was fundamental in purpose, descriptive-survey in data collection, and exploratory mixed-method in design. The sample consisted of 241 industrial employees (14% women) selected using simple random sampling. The responses from TTCT-Figural (Forms A and B) were coded and categorized through thematic analysis.
Results: A total of 111 unique response categories were identified. Comparisons revealed that originality scores derived from the culturally adapted ZOL were significantly higher for total originality (Form A: d = 0.24; Form B: d = 0.12) and Activity 3 (Form A: d = 0.55; Form B: d = 0.55). Conversely, the standardized ZOL produced higher scores for Activity 2 (Form A: d = -0.24; Form B: d = -0.82). Activity 1 exhibited inconsistencies between the two lists, with correlations showing low alignment (Form A: r = -0.32; Form B: r = 0.13). Overall, the standardized ZOL tended to underestimate originality scores.
Conclusion: The findings suggest that standardized ZOLs may not be fully applicable for evaluating creativity in Iranian samples and could lead to artificially lower originality scores. Developing culturally specific ZOLs that consider local cultural and social contexts is essential for ensuring fair and accurate assessment of creativity.
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