مقایسه اثربخشی آموزش بارش مغزی و تریز بر درگیری تحصیلی و سرزندگی تحصیلی دانشآموزان
محورهای موضوعی : روانشناسی تربیتی
سیدمحمد فاتحی سینه سر
1
(دانشجوی دکتری، گروه روانشناسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران)
اصغر نخستین گلدوست
2
(دکترای روانشناسی تربیتی، استادیار گروه علوم تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران)
سمیه تکلوی
3
(استادیار ،گروه روانشناسی ، واحد اردبیل ، دانشگاه آزاد اسلامی، اردبیل، ایران.)
کلید واژه: درگیری تحصیلی, سرزندگی تحصیلی, آموزش بارش مغزی, آموزش تریز,
چکیده مقاله :
این پژوهش با هدف مقایسه اثربخشی آموزش بارش مغزی و تریز بر سرزندگی تحصیلی دانش آموزان انجام گرفت. روش پژوهش نیمه آزمایشی و با طرح پیش‌آزمون-پس‌آزمون با دو گروه آزمایش بود. جامعه آماری پژوهش شامل دانش آموزان پسر مدارس دوره دوم متوسطه شهر گرمی در سال تحصیلی 1402-1401 به تعداد 750 نفر بود که از بین آن‌ها 30 نفر به روش نمونه گیری در دسترس و پس از کسب معیارهای ورود به مطالعه در دو گروه 15 نفره جای داده شدند. ابزار به کار رفته در این پژوهش، مقیاس درگیری تحصیلی ریو و سرزندگی تحصیلی دهقانی زاده و حسین چاری بود. برنامه آموزش بارش مغزی لفرانکویس طی 6 جلسه 90 دقیقه ای برای گروه آزمایش اول و آموزش تریز سرگی و همکاران طی 6 جلسه 90 دقیقه ای برای گروه آزمایش دوم اجرا شد. تجزیه و تحلیل داده ها با استفاده از تحلیل کواریانس تک متغیره در برنامه SPSS انجام شد. نتایج نشان داد بین نمرات پس آزمون درگیری تحصیلی گروه ها تفاوت معنی‌دار وجود نداشت (05/0<P) اما بین نمرات پس آزمون سرزندگی تحصیلی گروه ها تفاوت معنی‌دار وجود داشت (658/6 F=، 016/0=P) و نمرات سرزندگی تحصیلی گروه آموزش تریز در مقایسه با گروه آموزش بارش مغزی، افزایش بیشتری یافته است در نتیجه آموزش تریز در مقایسه با آموزش بارش مغزی در بهبود سرزندگی تحصیلی اثربخشی بیشتری داشته است. به طور کلی، مطابق با یافته‌های پژوهش، روش تریز در افزایش سرزندگی تحصیلی دانش آموزان بر روش بارش برتری دارد و چنانچه معلمان درصدد بهبود سرزندگی تحصیلی دانش آموزان باشند، می توانند با اجرای روش تدریس تریز سریع تر و بهتر به این هدف دست یابند.
This research was conducted with the aim of comparing the effectiveness of brainstorming and TRIZ training on students' academic engagement and academic buoyancy. The research method was semi-experimental with a pre-test-post-test design with two experimental groups. The statistical population of the research included 750 male students of the second year secondary schools in Garmy city in the academic year of 2022-2023, of which 30 were selected by available sampling and after obtaining the inclusion criteria, they were divided into two groups 15 Test subjects 1 and 2 were placed. The instrument used in this research was the Reeve 's academic engagement scale, academic buoyancy scale of Dehghanizadeh and Hossein Chari. Brainstorming training program during 6 sessions of 90 minutes for the experimental group 1 and the TRIZ program during 6 sessions of 90 minutes for the experimental group 2 were implemented by the teachers. Data analysis was done using univariate analysis of covariance in SPSS program. The results showed that there was no significant difference between the post-test scores of academic engagement of the groups (P<0.05), but a significant difference between the scores of the academic buoyancy post-test of the groups (F=6.658, P=0.016). The academic buoyancy scores of TRIZ training group have increased more compared to the brainstorming training group, as a result, TRIZ training has been more effective in improving academic buoyancy compared to brainstorming training. In general, according to the findings of the research, the TRIZ method is superior to the brainstorming method in increasing the academic buoyancy of students, and if teachers are trying to improve the academic vitality of students, they can achieve this goal faster and better by implementing the TRIZ teaching method.
اسبورن، الگزاندرفیکنی. (1382). پرورش استعداد همگانی ابداع و خلاقیت، ترجمه حسن قاسمزاده، تهران: نیلوفر (سال نشر به زبان اصلی 1950).
براون، اچ داگلاس. (1390). اصول یادگیری و آموزش زبان، ترجمه منصور فهیم، تهران: راهنما (سال نشر به زبان اصلی 1990).
جهان، فائزه؛ کیان ارثی، رحناز و رضایی، علی محمد. (1393). اثربخشی آموزش تریز بر افزایش میزان خلاقیت و مولفههای آن در دانشآموزان، فصلنامه ابتکار و خلاقیت در علوم انسانی، 4(1): 82-65.
خادملو، زینب و اسماعیلی شاد، بهرنگ. (1397). تاثیر روش تدریس بارش مغزی بر عزت نفس دانشآموزان ابتدایی، جامعهشناسی آموزش و پرورش، 7(7): 143-129.
دهقانی زاده، محمدحسین، و حسین چاری، مسعود. (1391). سرزندگی تحصیلی و ادراک از الگوهای ارتباطی خانواده، نقش واسطه ای خودکارآمدی. مطالعات آموزش و یادگیری (علوم اجتماعی و انسانی دانشگاه شیراز)، 4(2): 21-47.
دهقانی، ماهرخ؛ رستم اوغلی، زهرا. (1399). پیشبینی سرزندگی تحصیلی بر اساس ادراک از محیط یادگیری و امید به اشتغال در دانشجویان تربیت بدنی، مجله مطالعات روانشناسی تربیتی، 17(38):153-173.
راهبر، علی؛ عصاره، علیرضا؛ احمدی، غلامعلی و صدقپور، بهرام صالح. (1396). تأثیر آموزش روش تدریس بارش مغزی بر خلاقیت و پیشرفت تحصیلی دانشآموزان پسر پایه هفتم در درس کار و فناوری مدارس متوسطه اول ناحیه سه شهرستان کرج در سال تحصیلی 1394- 1395، ابتکار و خلاقیت در علوم انسانی، 7(3): 276-251.
رحیمی، مهدی؛ زارعی، الهام. (1395). نقش ابعاد دلبستگی بزرگسالی در سرزندگی تحصیلی با واسطه گری ابعاد خودکارآمدی مقابله با مشکلات و کمال گرایی، پژوهش در یادگیری آموزشگاهی و مجازی، 3 (12):70-59.
رمضانی، ملیحه، خامسان، احمد. (1396). شاخص‌های روان‌سنجی پرسشنامه درگیری تحصیلی ریو 2013: با معرفی درگیری عاملی، اندازه گیری تربیتی، 8(29): 185-204.
حکیم زاده، رضوان؛ روحی، مریم، مقدم زاده، علی. (1402). بررسی رابطه سبک تدریس اساتید با انگیزه و درگیری تحصیلی دانشجویان در محیط یادگیری آنلاین با نقش میانجی سبک‌های مشارکت در یادگیری، دوفصلنامه مطالعات برنامه درسی آموزش عالی، 14(27)، 69-110.
زاهد بابلان، عادل و کریمیان پور، غفار. (1399). رابطة خوشبینی تحصیلی و سرزندگی تحصیلی با نقش میانجی خودکارآمدی تحصیلی دانشجویان، مطالعات آموزشی و آموزشگاهی، 9(1): 149-170.
ساکن آذری، رعنا؛ هاشمیان، کیانوش و پاشاشریفی، حسن. (1394). اثر آموزش TRIZ بر تفکر خلاق، علمی، انتقادی و خودکارآمدی دانشجویان دختر علوم انسانی دانشگاه آزاد اسلامی تبریز، فصلنامه زن و مطالعات خانواده، 8(30): 67-49.
شعبانی، حسن. (1399). مهارت‌های آموزشی و پرورشی (روش‌ها و فنون تدریس) (جلد 1). تهران: سمت، چاپ سی و چهارم.
صیامی، فهمیه؛ اکبری بورنگ، محمد؛ آیتی، محسن؛ رستمی‌نژاد، محمدعلی. (133). نقش سبک تدریس ترجیحی و جنسیت دانشجویان بر پیشبینی درگیری تحصیلی آنان در دانشگاه علوم پزشکی مشهد، مجله ایرانی آموزش در علوم پزشکی، ۱۴ (۹): ۸۱۷-۸۲۶.
کیخا، اسماء، مرزیه، افسانه؛ جناآبادی، حسین. (1399). رابطه سبک تدریس معلّم با انگیزش و درگیری تحصیلی دانشآموزان، پژوهش‌های آموزش و یادگیری، 15(2): 37-48.
متین، سایه. (1398). مقایسه اثر بخشی آموزش بارش مغزی و مهارت تریز بر خودناتوانسازی تحصیلی و بهزیستی روانشناختی دانشآموزان دختر دوره دوم متوسطه شهر سراب، پایاننامه کارشناسی ارشد، رشته روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد سراب.
محمدیاری، قاسم و درستی، زیبا. (1400). بررسی رابطه شیوه تدریس و مدیریت کلاس مجازی توسط معلم با سرزندگی و پیشرفت تحصیلی دانشآموزان ابتدایی شهرستان خوی، پیشرفتهای نوین در مدیریت آموزشی، 4: 91-75.
یعقوبی، ابوالقاسم و جهان، فائزه. (1393). مقایسه اثربخشی آموزش تریز و بارش فکری بر خلاّقیّت دانشآموزان، اندیشه های نوین تربیتی، 11(1): 122-103.
Alkasem, B.; Tilfarlioğlu, FY. (2023). TRIZ as Innovative Method in English Language Teaching, Journal of Education and Training Studies, 11(1): 37-45.
Altshuller, G. (1984). Creativity as an Exact Science, Gordon and Breach Science Publishers.
Azevedo, A., Rosário, P., Núñez, JC., Vallejo, G., Fuentes, S & Magalhaes, P. (2023). A school-based intervention on elementary students’ school engagement, Contemporary Educational Psychology, 73(5):102148.
Bostwick, K. C. P.; Martin, A. J.; Collie, R. J.; Burns, E. C.; Hare, N, Cox, S.; McCarthy, I. (2022). Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement, Journal of Educational Psychology, 114(8): 1931-1949.
Bowden, J. L.-H..; Naumann, K.; & Tickle, L. (2019). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education. 46(3):1-18.
Brown, DT. (1990). Principles of language learning and teaching, translated by Mansour Fahim (2011), Tehran: Rahnoma. [In Persian]
Dehghani, M., & Roostamogliy, Z. (2020). Predicting Academic Vitality Based on Perception of Learning Environment and Hope for Employment in Physical Education Students. Journal of Educational Psychology Studies, 17(38): 153-173. [In Persian]
Dehghanizadeh, M., Hossienchari, M., Moradi, M., & Soleymani Khashab, A. (2014). Academic Buoyancy and Perception of Family Communication Patterns and Structure of Class: The Mediatory Role of Self-Efficacy Dimensions. Educational Psychology, 10(32): 1-30. [In Persian]
Emamrizi, C.; Najafipour, M. & MirshahJafari, E. (2013). The effect of the active teaching method on the academic achievement in the Religious concept. Procardia - Social and Behavioral Sciences. 83: 204 – 207.
Fredericks, J.; Blumenfeld, P. and Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research. 74(1): 59-109.
Göçmen, Ö & Coşkun, H. (2022). De Bono's green hat and green-red combination increase creativity in brainstorming on individuals and dyads? Thinking Skills and Creativity. 46: 105-127.
Hakimzadeh, R., rouhi, M., & Moghadamzadeh, A. (2023). Lecturers' Teaching Style and Students' Motivation and Academic Engagement in Online Learning Environment, Journal of higher education curriculum studies, 14(27): 69-110. [In Persian]
Jahan, F., Kiyanersi, F., & Rezaei, A. M. (2014). The Effectiveness of TRIZ Instruction on Increasing Students’ Creativity, Journal of Innovation and Creativity in Human Science, 4(1): 65-82. [In Persian]
Kannengiesser, U., & Williams, Ch.; Gero, J. (2013). What do the concept generation techniques of triz, morphological analysis and brainstorming have in common, TRIZ Journal, 182(1): 45- 89.
Khademloo, Z., & Smaeili Shad., B. (2017). The influences of Brain storming teaching method on the students' self-esteem, Iranian Journal of Educational Society, 3(1): 128-141. [In Persian]
Kikha, A., Marziyeh, A., & Jonabadi, H. (2020). The Relationship between Teaching Styles with Academic Motivation and Engagement in Students, Teaching and Learning Research, 15(2): 37-48. [In Persian]
Lei, W., Wang, X., Dai, D. Y., Guo, X., Xiang, S., & Hu, W. (2022). Academic self-efficacy and academic performance among high school students: A moderated mediation model of academic buoyancy and social support, Psychology in the Schools, 29(5): 885–899.
Martin, A J., Ginns, P., Papworth, B., & Nejad, H. (2013). The role of academic buoyancy in Aboriginal/Indigenous students’ educational intentions: Sowing the early seeds of success for post-school education and training, Seeding Success in Indigenous Australian Higher Education (Diversity in Higher Education, Volume 14) Emerald Group Publishing Limited, 14: 57-79.
Martin, A. J. (2014). Academic buoyancy and academic outcomes: towards a further understanding of students with attention deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself, British Journal of Educational Psychology, 84(1), 86-107.
Martin, A. J., & Marsh, H. W. (2008). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students, Psychoeducational Assessment, 26, 168–184.
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs, Oxford Review of Education, 35: 353–370.
Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time? British Journal of Educational Psychology, 80(3), 473-496.
Matin, S. (2019). Comparison of the effectiveness of brainstorming and skill training on academic self-handicapping and psychological well-being of secondary school girls in the second year of Sarab city, master's thesis, field of educational psychology, Islamic Azad University, Sarab branch. [In Persian]
Mckellar, SE., & Wang, M-T. (2023). Adolescents' daily sense of school connectedness and academic engagement: Intensive longitudinal mediation study of student differences by remote, hybrid, and in-person learning modality, Learning and Instruction, 83: 1-11.
Mohammadyari, G., & Dorosti, Z. (2021). Investigating the relationship between teaching methods and virtual classroom management by the teacher with vitality and academic progress of elementary school students in Khoi city, New Developments in Educational Management, 4: 91-75. [In Persian]
Nakagawa, T. (2011). TRIZ future conference 2007 education and training of creative problem solving thinking with TRIZ/USIT. Procedia Engineering, 9: 582–595.
Osborn, A. (1950). Cultivating the universal talent of innovation and creativity, translated by Hasan Ghasemzadeh (2003), Tehran: Nilofar. [In Persian]
Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress and Coping: An International Journal, 25: 349-358.
Putwain, DW., & Wood, P. (2023). Riding the bumps in mathematics learning: Relations between academic buoyancy, engagement, and achievement, Learning and Instruction, 83: 2-9.
Rahbar, A., Assareh, A., Ahmadi, G., & Salehsadgpoure, B. (2018). The Effect of Teaching Methods of Brain Presenting on the Creativity and Academic Achievement of the 7th grade Male Students in the First and Secondary Schools in the Area of Three Karaj, 1395-1394. Journal of Innovation and Creativity in Human Science, 7(3), 251-276. [In Persian]
Rahimi, M., & Zarei, E. (2016). The Role of Adult Attachment Dimensions in Academic Buoyancy with the Mediation of Coping Eelf-efficacy and Perfectionism Dimensions, Research in School and Virtual Learning, 3(12), 57-69. [In Persian]
Ramazani, M., & khamesan, A. (2017). Psychometric characteristics of Reeve’s academic engagement questionnaire 2013: with the introduction of the Agentic Engagement, Quarterly of Educational Measurement, 8(29), 185-204. [In Persian]
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (421-439). New York: Springer.
Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities, Contemporary Educational Psychology, 36, 257–267.
Saken Azeri, R., Hashemian, K., & Pashashreifi, H. (2016). The effect of TRIZ training on creative, scientific, critical thinking and self-efficacy of female humanities students of Islamic Azad University of Tabriz. Women and Family Studies, 8(30), 49-67. [In Persian]
Sergey, M., Coates, D., & Malkin, G. (2007) An Improved Method for Teaching the Theory ofInventive Problem Solving to Students, TRIZ Journal, 10(2), 84-95.
Sergey, M., Coates, D., & Malkin, G. (2009). Lessons Learned and bservations from a New Method for Teaching and Using TRIZ.Conference Proceedings TRIZCON, TRIZ Journal, (115), 68-97.
Shabani, H. (2020). Educational and educational skills (teaching methods and techniques) (vol .1). Tehran: Samt, 34th edition. [In Persian]
Siyami, F., Akbari Booreng, M., Ayati, M., Rostaminezhad, M A. (2014). The Role of Students’ Gender and Preferred Teaching Style in Predicting Student Academic Engagement in Mashhad University of Medical Sciences. Iranian Journal of Medical Education, 14 (9): 817-826. [In Persian]
Tommelein, I.D. (2019). Principles of Mistakeproofing and Inventive Problem Solving (TRIZ), In: Proc. 27th Annual Conference of the International Group for Lean Construction (IGLC 27), Pasquire, C. and Hamzeh, F.R. (eds.), Dublin, Ireland, 1401-1412.
Ursin, P. A., J., arvinen, T., & Pihlaja, P. (2021). The role of academic buoyancy and social support in mediating associations between academic stress and school engagement in Finnish primary school children, Scandinavian Journal of Educational Research, 65 (4): 661–675.
Wadman, R., Webster, L., Mawn, L., & Stain, H. J. (2019). Adult attachment, psychological distress and help-seeking in university students: Findings from a cross-sectional online survey in England, Mental Health & Prevention, 13: 7–13.
Wang, Y., Tian, L., & Huebner, E.S. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students, Contemporary Educational Psychology, 56, 130-139.
Yaghoobi, A., & Jahan, F. (2015). Comparing the Effectiveness of teaching TRIZ and Brainstorming on Students’ Creativity, The Journal of New Thoughts on Education, 11(1),103-122. [In Persian]
You, S., Dang, M., & Lim, S. A. (2016). Effects of student perceptions of teachers’ motivational behavior on reading, English, and mathematics achievement: The mediating role of domain specific self-efficacy and intrinsic motivation, Child & Youth Care Forum, 45(2), 221-240
Yun, S., hiver, p., & al-hoorie. (2018). Academic buoyancy: Exploring learners’ everyday resilience in the language classroom, Studies in Second Language Acquisition, 40(1), 805-83.
Zahed babelan, A., & karimianpour, G. (2020). The Relationship between Academic Optimism and Buoyance, the Mediator Role of Academic Self-efficacy, Educational and Scholastic studies, 9(1): 149-170. [In Persian]
_||_lkasem, B.; Tilfarlioğlu, FY. (2023). TRIZ as Innovative Method in English Language Teaching, Journal of Education and Training Studies, 11(1): 37-45.
Altshuller, G. (1984). Creativity as an Exact Science, Gordon and Breach Science Publishers.
Azevedo, A., Rosário, P., Núñez, JC., Vallejo, G., Fuentes, S & Magalhaes, P. (2023). A school-based intervention on elementary students’ school engagement, Contemporary Educational Psychology, 73(5):102148.
Bostwick, K. C. P.; Martin, A. J.; Collie, R. J.; Burns, E. C.; Hare, N, Cox, S.; McCarthy, I. (2022). Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement, Journal of Educational Psychology, 114(8): 1931-1949.
Bowden, J. L.-H..; Naumann, K.; & Tickle, L. (2019). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education. 46(3):1-18.
Brown, DT. (1990). Principles of language learning and teaching, translated by Mansour Fahim (2011), Tehran: Rahnoma. [In Persian]
Dehghani, M., & Roostamogliy, Z. (2020). Predicting Academic Vitality Based on Perception of Learning Environment and Hope for Employment in Physical Education Students. Journal of Educational Psychology Studies, 17(38): 153-173. [In Persian]
Dehghanizadeh, M., Hossienchari, M., Moradi, M., & Soleymani Khashab, A. (2014). Academic Buoyancy and Perception of Family Communication Patterns and Structure of Class: The Mediatory Role of Self-Efficacy Dimensions. Educational Psychology, 10(32): 1-30. [In Persian]
Emamrizi, C.; Najafipour, M. & MirshahJafari, E. (2013). The effect of the active teaching method on the academic achievement in the Religious concept. Procardia - Social and Behavioral Sciences. 83: 204 – 207.
Fredericks, J.; Blumenfeld, P. and Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research. 74(1): 59-109.
Göçmen, Ö & Coşkun, H. (2022). De Bono's green hat and green-red combination increase creativity in brainstorming on individuals and dyads? Thinking Skills and Creativity. 46: 105-127.
Hakimzadeh, R., rouhi, M., & Moghadamzadeh, A. (2023). Lecturers' Teaching Style and Students' Motivation and Academic Engagement in Online Learning Environment, Journal of higher education curriculum studies, 14(27): 69-110. [In Persian]
Jahan, F., Kiyanersi, F., & Rezaei, A. M. (2014). The Effectiveness of TRIZ Instruction on Increasing Students’ Creativity, Journal of Innovation and Creativity in Human Science, 4(1): 65-82. [In Persian]
Kannengiesser, U., & Williams, Ch.; Gero, J. (2013). What do the concept generation techniques of triz, morphological analysis and brainstorming have in common, TRIZ Journal, 182(1): 45- 89.
Khademloo, Z., & Smaeili Shad., B. (2017). The influences of Brain storming teaching method on the students' self-esteem, Iranian Journal of Educational Society, 3(1): 128-141. [In Persian]
Kikha, A., Marziyeh, A., & Jonabadi, H. (2020). The Relationship between Teaching Styles with Academic Motivation and Engagement in Students, Teaching and Learning Research, 15(2): 37-48. [In Persian]
Lei, W., Wang, X., Dai, D. Y., Guo, X., Xiang, S., & Hu, W. (2022). Academic self-efficacy and academic performance among high school students: A moderated mediation model of academic buoyancy and social support, Psychology in the Schools, 29(5): 885–899.
Martin, A J., Ginns, P., Papworth, B., & Nejad, H. (2013). The role of academic buoyancy in Aboriginal/Indigenous students’ educational intentions: Sowing the early seeds of success for post-school education and training, Seeding Success in Indigenous Australian Higher Education (Diversity in Higher Education, Volume 14) Emerald Group Publishing Limited, 14: 57-79.
Martin, A. J. (2014). Academic buoyancy and academic outcomes: towards a further understanding of students with attention deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself, British Journal of Educational Psychology, 84(1), 86-107.
Martin, A. J., & Marsh, H. W. (2008). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students, Psychoeducational Assessment, 26, 168–184.
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs, Oxford Review of Education, 35: 353–370.
Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time? British Journal of Educational Psychology, 80(3), 473-496.
Matin, S. (2019). Comparison of the effectiveness of brainstorming and skill training on academic self-handicapping and psychological well-being of secondary school girls in the second year of Sarab city, master's thesis, field of educational psychology, Islamic Azad University, Sarab branch. [In Persian]
Mckellar, SE., & Wang, M-T. (2023). Adolescents' daily sense of school connectedness and academic engagement: Intensive longitudinal mediation study of student differences by remote, hybrid, and in-person learning modality, Learning and Instruction, 83: 1-11.
Mohammadyari, G., & Dorosti, Z. (2021). Investigating the relationship between teaching methods and virtual classroom management by the teacher with vitality and academic progress of elementary school students in Khoi city, New Developments in Educational Management, 4: 91-75. [In Persian]
Nakagawa, T. (2011). TRIZ future conference 2007 education and training of creative problem solving thinking with TRIZ/USIT. Procedia Engineering, 9: 582–595.
Osborn, A. (1950). Cultivating the universal talent of innovation and creativity, translated by Hasan Ghasemzadeh (2003), Tehran: Nilofar. [In Persian]
Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress and Coping: An International Journal, 25: 349-358.
Putwain, DW., & Wood, P. (2023). Riding the bumps in mathematics learning: Relations between academic buoyancy, engagement, and achievement, Learning and Instruction, 83: 2-9.
Rahbar, A., Assareh, A., Ahmadi, G., & Salehsadgpoure, B. (2018). The Effect of Teaching Methods of Brain Presenting on the Creativity and Academic Achievement of the 7th grade Male Students in the First and Secondary Schools in the Area of Three Karaj, 1395-1394. Journal of Innovation and Creativity in Human Science, 7(3), 251-276. [In Persian]
Rahimi, M., & Zarei, E. (2016). The Role of Adult Attachment Dimensions in Academic Buoyancy with the Mediation of Coping Eelf-efficacy and Perfectionism Dimensions, Research in School and Virtual Learning, 3(12), 57-69. [In Persian]
Ramazani, M., & khamesan, A. (2017). Psychometric characteristics of Reeve’s academic engagement questionnaire 2013: with the introduction of the Agentic Engagement, Quarterly of Educational Measurement, 8(29), 185-204. [In Persian]
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (421-439). New York: Springer.
Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities, Contemporary Educational Psychology, 36, 257–267.
Saken Azeri, R., Hashemian, K., & Pashashreifi, H. (2016). The effect of TRIZ training on creative, scientific, critical thinking and self-efficacy of female humanities students of Islamic Azad University of Tabriz. Women and Family Studies, 8(30), 49-67. [In Persian]
Sergey, M., Coates, D., & Malkin, G. (2007) An Improved Method for Teaching the Theory ofInventive Problem Solving to Students, TRIZ Journal, 10(2), 84-95.
Sergey, M., Coates, D., & Malkin, G. (2009). Lessons Learned and bservations from a New Method for Teaching and Using TRIZ.Conference Proceedings TRIZCON, TRIZ Journal, (115), 68-97.
Shabani, H. (2020). Educational and educational skills (teaching methods and techniques) (vol .1). Tehran: Samt, 34th edition. [In Persian]
Siyami, F., Akbari Booreng, M., Ayati, M., Rostaminezhad, M A. (2014). The Role of Students’ Gender and Preferred Teaching Style in Predicting Student Academic Engagement in Mashhad University of Medical Sciences. Iranian Journal of Medical Education, 14 (9): 817-826. [In Persian]
Tommelein, I.D. (2019). Principles of Mistakeproofing and Inventive Problem Solving (TRIZ), In: Proc. 27th Annual Conference of the International Group for Lean Construction (IGLC 27), Pasquire, C. and Hamzeh, F.R. (eds.), Dublin, Ireland, 1401-1412.
Ursin, P. A., J., arvinen, T., & Pihlaja, P. (2021). The role of academic buoyancy and social support in mediating associations between academic stress and school engagement in Finnish primary school children, Scandinavian Journal of Educational Research, 65 (4): 661–675.
Wadman, R., Webster, L., Mawn, L., & Stain, H. J. (2019). Adult attachment, psychological distress and help-seeking in university students: Findings from a cross-sectional online survey in England, Mental Health & Prevention, 13: 7–13.
Wang, Y., Tian, L., & Huebner, E.S. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students, Contemporary Educational Psychology, 56, 130-139.
Yaghoobi, A., & Jahan, F. (2015). Comparing the Effectiveness of teaching TRIZ and Brainstorming on Students’ Creativity, The Journal of New Thoughts on Education, 11(1),103-122. [In Persian]
You, S., Dang, M., & Lim, S. A. (2016). Effects of student perceptions of teachers’ motivational behavior on reading, English, and mathematics achievement: The mediating role of domain specific self-efficacy and intrinsic motivation, Child & Youth Care Forum, 45(2), 221-240
Yun, S., hiver, p., & al-hoorie. (2018). Academic buoyancy: Exploring learners’ everyday resilience in the language classroom, Studies in Second Language Acquisition, 40(1), 805-83.
Zahed babelan, A., & karimianpour, G. (2020). The Relationship between Academic Optimism and Buoyance, the Mediator Role of Academic Self-efficacy, Educational and Scholastic studies, 9(1): 149-170. [In Persian]