The aim of this study was to predict divergent thinking based on intelligence and personality dimensions among students of SAMA Technical College of Karaj in 2012-2013. The research method was descriptive and correlational. The population was 1600 SAMA Technical and Voc More
The aim of this study was to predict divergent thinking based on intelligence and personality dimensions among students of SAMA Technical College of Karaj in 2012-2013. The research method was descriptive and correlational. The population was 1600 SAMA Technical and Vocational Training college female students in Karaj. Then, 157 students were selected through applying random sampling of population method (Levy and Lemeshow, 1999). The instruments consisted of Raven's Progressive Matrices (Raven, 1937), NEO-Five Factor Inventory for Personality (Costa & McCrea, 1992) and Learning Style Inventory (Kolb, 1984. Data was analyzed by using multiple regression analysis. Results showed that intelligence and two personality dimensions (extraversion and openness) were capable of predicting the divergent thinking (P<0.05). Personality dimensions like neuroticism, agreeableness, and conscientiousness were not capable of predicting the divergent thinking of the students.
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Bakground: Creativity tests are used in determining students' eligibility for educational opportunities. Critics of creativity tests claim that scores on these tests can be improved with specific training on the scoring components of the tests. No empirical evidence sup More
Bakground: Creativity tests are used in determining students' eligibility for educational opportunities. Critics of creativity tests claim that scores on these tests can be improved with specific training on the scoring components of the tests. No empirical evidence supporting this claim founded. Aim: This study was conducted with the aim of investigating the susceptibility of creative tests on training. Method: The design of the study was semi – experimental with pre and posttest. Primary students of 6th grade in Tehran were selected using available random sampling. Data gathering instrument was Torrance Test of Creative Thinking-Figural. Findings: Results showed that that training on the criteria of the TTCT did not improve scores more than general creativity skills training or no training at all. Conclusion: Training on the scoring components of TTCT test would not allow a student to double his score on the test.
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Abstract Background: Creativity is at the highest level of human cognitive activities. Creativity is potential and ability that thought, writing, behave and practice of man can make, and it involves solving problems. Creative people solve problems before they cre More
Abstract Background: Creativity is at the highest level of human cognitive activities. Creativity is potential and ability that thought, writing, behave and practice of man can make, and it involves solving problems. Creative people solve problems before they create or add to its complexity. So, the only way to make these capabilities, individuals can be prepared to deal with changing conditions of life and new opportunities. Purpose: Study the effect of life Skills training on primary school pupils' creativity increasing. Method: Among primary school pupils in Zanjan province, 86 people were selected using multi-phase random cluster method and simple random method and assigned into two control and experimental groups. Initially Torrance Tests of Creative Thinking in both groups was used. Then, life skills for 20 sessions (40 hours) were taught to the experimental group. After the training sessions, and three months later, both groups were tested by Torrance Creative Thinking. After data gathering, it was analyzed via t-test, variance analysis and Sheffe’s follow-up test statistics. Result (s): The results showed that there was a significant difference between divergent thinking of grade 3 to 4 and also of grade 3 to 5. However, there was not found any significant difference between pupils creative thinking in grade 3 and 5. Alpha Conclusion: Accordingly, it can be concluded that through teaching life skills to children, their creativity may enhance.
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Objective: the purpose of this study is to make divergent thinking effective on creativity of preschool children. Methodology: In this quasi-experimental research 80 preschool children were selected using random sampling to divide into two experimental (n=40) and More
Objective: the purpose of this study is to make divergent thinking effective on creativity of preschool children. Methodology: In this quasi-experimental research 80 preschool children were selected using random sampling to divide into two experimental (n=40) and control (n=40) group, with respect to peering and based on intelligence test (Good enough-Harris Drawing Test). The experimental group received 19 sessions of divergent thinking training with dynamic method. The Sellier Creativity Test (Jean Louis, 1988) was performed in both groups, before and after training. Results: the information drawn from T-Test and covariate analysis showed that Divergent thinking training program with dynamic method plays a significant role to increase children’s creativity and the triple indices of fluidity, flexibility and innovation. Conclusion: it seems that employing divergent thinking training program with dynamic method is an effective way to further flourish children’s creativity, especially at the preschool age.
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