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.
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