پیش‌بینی تفکر واگرا براساس هوش و ابعاد شخصیت در میان دانشجویان
محورهای موضوعی : تربیتیتورج هاشمی 1 , شهرام واحدی 2 , محمد طباطبایی 3
1 - عضو هیأت علمی دانشگاه تبریز، تبریز، ایران
2 - عضو هیأت علمی دانشگاه تبریز، تبریز، ایران
3 - دانش‌آموخته دکتری دانشگاه تبریز، تبریز، ایران
کلید واژه: هوش, تفکر واگرا, دانشجویان, ابعاد شخصیت,
چکیده مقاله :
پژوهش با هدف پیش‌بینی تفکر واگرا براساس دو مؤلفۀ هوش و ابعاد شخصیت بر روی دانشجویان اجرا شد. روش پژوهش توصیفی و از نوع همبستگی است. جامعۀ آماری 1600 نفر از دانشجویان پسر فنی و حرفه‌ای آموزشکدۀ سما کرج سال تحصیلی92ـ1391 بودند که با استفاده از معادلۀ نمونه‌گیری لوی و لمشو (1999) از بین آنها، 157 نفر از رشته‌های مختلف به روش نمونه‌گیری تصادفی انتخاب شدند. ابزار اندازه‌گیری شامل آزمون ماتریس پیش‌رونده (ریون، 1937)، نسخۀ کوتاه پرسشنامۀ پنج عاملی شخصیتی نئو (کاستا و مک‌کرا، 1992) و پرسشنامۀ سبک‌های تفکر یادگیری (کلب، 1984) بود. تحلیل داده‌ها با رگرسیون چندمتغیره انجام گرفت. یافته‌های پژوهش نشان داد، هوش و ویژگی‌های شخصیتی برونگرایی و انعطاف‌پذیری پیش‌بینی‌کنندگان تفکر واگرا بودند (05/0P<). ولی مؤلفه‌های شخصیتی نوروزگرایی، توافق‌پذیری و وظیفه‌شناسی قدرت پیش‌بینی تفکر واگرای دانشجویان را نداشتند.
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.
An, D. Song, Y. & Carr, M. (2016). A comparison of two models of creativity: Divergent thinking and creative expert performance. Personality and Individual Differences 90, pp78–84.
Barron, F.X., & Harrington, D.M. (1981). Creativity, intelligence and personality. In Annual review of psychology. Palo Alto, CA: Annual Reviews., pp439–476.
Batey, M., & Furnham, A. (2006). Creativity, intelligence and personality: A critical review of the scattered literature. Genetic, General and Social Psychology Monographs, 132, 355–429.
Batey, M., Chamorro-Premuzicb, T., & Furnhamc, A. (2009). Intelligence and personality as predictors of divergent thinking: The role of general, fluid and crystallised intelligence. Thinking Skills and Creativity 4, pp 60–69.
Bernerth, J.B., Field, H.S., Giles, W. F., & Cole, M.S. (2006). Perceived Fairness in Employee Selection: The Role of Applicant Personality. Journal of Business and Psychology, 20(4), 545-563.
Chamorro-Premuzic, T., Reichen bacher, L. (2008). Effects of personality and threat of evaluation on divergent and convergent thinking Department of Psychology, oldsmiths, University of London, New Cross, London SE14 6NW, UK Available online at www.sciencedirect.com
Costa, P.T. & McCrae, R.R. (1992). Revised NEO Personality Inventory (NEO-PIR) and NEO Five Factor Inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.
Dixon, F.A., Cross, T.L., Adam, C.M. (2001). Psychological characteristics of academically gifted students in a residential setting: A cluster analysis. Psychology in the Schools; 38(5): 433-45.
Eysenck, H.J., & Eysenck, M.W. (1985). Personality and individual differences: A natural science approach. New York: Plenum.
Furnham, A., & Bachtiar, V. (2008). Personality and intelligence aspredictors of creativity. Personality and Individual Differences, 457, 613−617.
Furnham, A.F., Crump, J., Batey, M., & Chamorro-Premuzic, T. (2009). Personality and ability predictors of the “consequences” test of divergent thinking in a large non-student sample. Personality and Individual Differences, 46, 536–540.
George, J. M., & Zhou, J (2001). When Openness to experience and Conscientiousnessare related to creative behavior: An interactional approach. Journal of Applied Psychology, 86, 513–524.
Guignard. J.H., Kermarrec, S. Tordjman. S.) 2015). Relationships between intelligence and creativity in gifted and non-gifted children. journal homepage (pp.1–7): Available online at www.elsevier.com/locate/lindif
Guilford, J.P. (1964). Basic Problems In Teaching For Creativity, University Of Southern California.
Gulford, J.P. (1987). Creativity research: past, present and future. In S. Isaksen (ED), Frontiers of creativity research .Buffalo, N.y.: Bearly Ltd
Hughes, D.J., Furnham, A. & Batey, M. (2013). The Structure and Personality Predictors of self- rated Creativity Original Research Article Thinking Skills and Creativity, 9. PP 76-84.
Jensen, A.R. (1993). Psychophysiology and the measurement of intelligence. In C.R. Reynolds & P.C. Willson (Eds.), Methodological and statistical advances in the study of individual differences (pp. 1–49). New York: Plenum Press
John, O.P. (1989). Towards a taxonomy of personality descriptors. In D.M. Buss, & N. antor (Eds.), Personality psychology: recent trends and emerging directions (pp.261- 271). New York: Springer
Kaufman, J.C. (2009). Creativity 101. New York: Springer.
Kim, K.H., Cramond, B., & VanTassel-Baska, J. (2010). The relationshipbetween creativity and intelligence. In J.C. Kaufman, & R.J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 395-412). New York.
Kolb, D.A. )1984(, Experiential learning: Experience as the source of learning and development, New Jersey: Prentice Hall, Return.
Levy, P.S. & Lemeshow, S. (1999). Sampling of population. John Wiley, Newyork.
MacKinnon, D.W. & Hall, W.B. )1972(. Intelligence and creativity. Proceeding, 17th International Congress of Applied Psychology, Vol. 1883-1888.
McCrae, R.R. (1987). Creativity, divergent thinking and Openness to Experience. Journal of Personality and Social Psychology, 52, 1258–1265.
McCrae, R.R., & Costa, Jr, P.T. (1987). Validation of the five-factor model of personality cross instruments and observers. Journal of Personality and Social Psychology, 52, 81-90.
McCrae, R.R., & John, O.P. (1992). An introduction to the five-factor model and its application. Special Issue: the five-factor model: issues and applications. Journal of Personality, 60, 175-215.
Mooradian, T.A., & Nezlek, J.B. (1996). Comparing the NEO-FFI and Sauciers's mini-markers as measures of the Big Five. Personality and Individual Differences. 213-215.
Nia, M., Yanga, L., Chena, J., Chena, H., Lia, X. (2014). How to Improve Divergent Thinking Capability by Information Technology and Extenics. Procedia Computer Science 31 158–164 vailable online at www.sciencedirect.com.
Runco, M.A. (2007). Creativity. Annual Review of Psychology, 55, 657–687.
Sawyer, R.K. (2006). Explaining creativity: The science of human innovation. New York: Oxford university Press.
Silvia, P.J. (2008). Another look at creativity and intelligence: exploring higher-order models and probable confounds. Journal of Personality and Individual Differences, 44, 1012−1021.
Silvia, P.J., & Nusbaum, E.C. (2011). Are intelligence and creativity really so different? Fluid intelligence, executive processes, and strategy use in divergent thinking. Journal of Intelligence, 39, 36-45.
Simeonova, D.I., Chang, K.D., Strong, C., Ketter, T.A. (2005). Creativity in familial bipolar disorder. J Psychiatr Res; 39(6): 623-31.
Sternberg, R., & O’Hara, L.A. (2000). Intelligence and creativity. In R. Sternberg (Ed.), Handbook of intelligence. Cambridge: Cambridge University Press. 1012–1021.
Wakefield, J.E. )1991( Creative thinking: Problem solving skills and the arts orientation. NJ: Ablex.
Watson, D., & Clark, L.A. (1997). On traits and temperament: general and specific factors of emotional experience and their relation to the five-factor model. Journal of Personality, 60, 441-476.
Weisberg, R.W. (2006).Creativity: Understanding innovation in problem solving, science, invention, and the arts. Hoboken, NJ: Wiley. NY: Cambridge University press.
