بررسی الگوی ساختاری خلاقیت بر اساس هوش ضمنی با میانجیگری تاب آوری دانش آموزان

محورهای موضوعی : خلاقیت و نوآوری از جنبه‏های روان‏شناختی، علوم شناختی، علوم تربیتی و آموزشی (خلاقیت شناسی روان‏شناختی، خلاقیت شناسی پرورشی)

لیلا گلستانی ¹ (دانشجوی دکتری گروه روانشناسی بالینی – تربیتی، واحد تهران مرکزی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، تهران، ایران.)
پروین کدیور ² (گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.)
محمد مهدی شریعت باقری ³ (استادیار گروه روان‌شناسی بالینی - تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران)
افسانه قنبری پناه ⁴ (استادیار گروه مشاوره، واحد تهران مرکزی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، تهران، ایران)

تاریخ دریافت : 1401/08/07 تاریخ پذیرش : 1402/03/17 تاریخ انتشار : 1402/03/01

کلید واژه: خلاقیت, تاب آوری, هوش ضمنی,

چکیده مقاله :

مقدمه: تربیت و پرورش افراد خلاق، مبتکر و مولد محور هدف‌های آموزش و پرورش امروز است، بنابراین توجه به عوامل تأثیرگذار بر آن حائز اهمیت است.هدف: هدف پژوهش حاضر بررسی الگوی ساختاری خلاقیت بر اساس هوش ضمنی با میانجیگری تاب‌آوری دانش‌آموزان بود. روش: طرح پژوهش حاضر توصیفی و از نوع همبستگی به شیوه مدل‌یابی معادلات ساختاری بود. جامعه آماری پژوهش را کلیه‌ی دانش‌آموزان دختر دوره‌ی اول متوسطه که در سال 99-98 در شهر تهران بود که به روش نمونه‌گیری تصادفی خوشه‌ای 438 نفر به عنوان نمونه انتخاب شدند و پرسشنامه‌های خلاقیت عابدی(1372) پرسشنامه هـوش ضـمنی عبدالفتاح و ییتس(2006) و پرسشنامه تاب‌آوری کونور و دیویدسون(۲۰۰۳) را تکمیل کردند. برای تجزیه و تحلیل اطلاعات از آزمون‌های ضریب همبستگی پیرسون و مدل معادلات ساختاری با استفاده از نرم‌افزارSPSS.24 و AMOS.24 استفاده شد. یافته‌ها: نتایج نشان داد که اثر مستقیم هوش ضمنی بر تاب‌آوری(41/0) و خلاقیت(13/0) دانش‌آموزان معنادار است و هوش ضمنی بر خلاقیت از طریق تاب‌آوری نیز تأثیر غیرمستقیم معناداری دارد.نتیجه‌گیری: این مطالعه شواهد فعلی را که از پیوند مستقیم باورهای هوش ضمنی و خلاقیت دانش‌آموزان پشتیبانی می‌کنند، به‌روزرسانی می‌کند و تأثیرات خاصی را که تاب‌آوری می‌تواند بر نتایج تاب‌آوری دانش‌آموزان داشته باشد، تأیید می‌کند.

چکیده انگلیسی:

Introduction: The education of creative, innovative and productive people is the focus of today's education goals, so paying attention to the factors affecting it is important.Purpose: The purpose of the present study was to investigate the structural pattern of creativity based on implicit intelligence with student resilience mediation.Method: The present study was a descriptive and correlational type of correlation in the structural equation modeling. The sample were selected and complemented the Abedi Creativity Questionnaire(1372) Questionnaire of Abdul Fattah and Yates(2006) and the Conor & Davidson Resilience Questionnaire. Structural equations were used using SPSS.24 and AMOS.24 software.Results: The results showed that the direct effect of implicit intelligence on resilience (0.41) and creativity (0.11) is meaningful and implicit intelligence has a significant impact on creativity through resilience.Conclusion: This study updates the current evidence that supports the direct links to the implicit intelligence and the creativity of students and confirms the specific effects that resilience can have on student resilience results.Keywords : Resilience, creativity, implicit intelligence.

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