The Effectiveness of the Instruction of Self-Efficacy Elements on Increasing Students Creativity

Subject Areas : Creativity and innovation from psychological, epistemological, educational and pedagogical

Mahmoud Iravani ¹ , Naser Sobhi Gharamaleki ² , Dariush mehrafzoon ³

1 - عضو هیأت علمی دانشگاه آزاد اسلامی واحد کرج[e-mail]
2 - عضو هیأت علمی دانشگاه محقق اردبیلی [e-mail]
3 - دانشجوی کارشناسی ارشد روانشناسی عمومی دانشگاه آزاد اسلامی واحد علوم و تحقیقات البرز [e-mail]

Received: 2016-07-04 Accepted : 2016-07-04 Published : 2014-02-20

Keywords: Creativity, Self-efficacy, Students, education,

Abstract :

  Background: Factors that creativity and a lot of research has been done inside and outside the country, but most of them are descriptive of the innovations of this research study is conducted. Purpose: Effect of self-education initiatives on creativity development for students (third year high school boy city Tehran) is.  Method: Quasi-experimental study using a sampling of 40 students in two classes in the experimental and control groups were studied. First, both the pretest creativity, self-efficacy component of the training package for 8 sessions were presented to the experimental group and the control group did not receive special training. Secondly, the creation of the two groups were tested. Data in this study, Abedi creativity questionnaire that is based on the theory developed by Torrance. Result(s): In this study, a main hypothesis derived from the study of four sub-hypotheses derived from the cognitive theory of creativity, Torrance was introduced.  Conclusion: The main theory of creativity as students who are self-training component, the proportion of students who do not use more than was approved. Sub-hypothesis testing, second and fourth hypothesis, it was found that the education component of the initiative and develop self-efficacy impact students' thinking, and this hypothesis was confirmed in the first and third hypotheses were identified using a self-learning component the fluid does not affect students' thinking and flexibility and these hypotheses were rejected.