آموزش مشغولیت تحصیلی بر خلاقیت هیجانی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، روانشناسی تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد علوم تحقیقات، تهران، ایران

2 استاد گروه روانشناسی تربیتی، دانشکده علوم انسانی، دانشگاه علامه طباطبایی، تهران، ایران.

3 دانشیار گروه روانشناسی عمومی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد علوم تحقیقات، تهران، ایران

4 استادیار گروه روانشناسی تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد علوم تحقیقات، تهران، ایران

10.22098/jsp.2021.1339

چکیده

هدف پژوهش بررسی آموزش مشغولیتِ ‌تحصیلی بر خلاقیت هیجانی بود. روش پژوهش نیمه‌آزمایشی به صورت دوگروهی(گروه آزمایش و کنترل) باطرح پیش آزمون- پس آزمون بود. جامعۀ آماری پژوهش، دانش‌آموزان دختر دورة دوم متوسطه شهر قم در سال تحصیلی 97-1398بودند که50 دانش‌آموز پس از همتا شدن بر اساس سن، جنسیت، پایه، رشته تحصیلی و معدل به روش نمونه‌گیری تصادفی خوشه‌ای انتخاب و به‌طور تصادفی در دو گروه مساوی جایگزین شدند. هردوگروه پرسشنامۀ خلاقیت هیجانی آوریل(1999)، را به‌عنوان پیش‌آزمون، پس‌آزمون تکمیل کردند. تحلیل داده‌ها با استفاده از کواریانس انجام شد. نتایج نشان داد که مداخلۀ آموزشی تغییر معناداری در خلاقیت هیجانی و ابعاد آمادگی و نوآوری ایجاد کرده است، به‌طوری که حدود 5/37 درصد تغییرات خلاقیت هیجانی، 3/35 درصد نوآوری و 9/34 درصد آمادگی هیجانی، را تبیین می‌کند(01/0=P). اما دربعد اثربخشی/اصالت تفاوت معناداری بین گروه آزمایش و کنترل مشاهده نشد. نتایج این پژوهش برای بهبود ویژگی‌های تحصیلی به ویژه خلاقیت هیجانی دانش‌آموزان تلویحاتی را در بردارد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effect of Academic Engagement on Students' Emotional Creativity

نویسندگان [English]

  • F Hasani 1
  • F Dortaj 2
  • F Bagheri 3
  • A Saadeti Shamir 4
1 PhD Student, Educational Psychology, Faculty of Humanities, Islamic Azad University, Research Sciences Branch, Tehran, Iran.
2 Professor, Department of Educational Psychology, Faculty of Humanities, Allameh Tabatabai University, Tehran, Iran
3 Associate Professor, Department of General Psychology, Faculty of Humanities, Islamic Azad University, Research Sciences Branch, Tehran, Iran.
4 Assistant Professor, Department of Educational Psychology, Faculty of Humanities, Islamic Azad University, Research Sciences Branch, Tehran, Iran
چکیده [English]

The aim of this study was to investigate the effect of academic engagement on emotional creativity. The research method was quasi-experimental in two groups (experimental and control groups) with pre-test-post-test design. The population of the study was the sophomore female high school students in the academic year 2018-2019 in Qom. They were randomly placed in two equal groups. Both groups completed April (1999) Emotional Creativity Questionnaire as a pre-test, post-test. Data analysis was performed using covariance. The results showed that the educational intervention caused a significant change in emotional creativity and dimensions of readiness and innovation, so that it explains about 34.9% of emotional readiness, 35.3% of innovation and 37.5% of changes in emotional creativity (P=0.01). But in terms of effectiveness/originality, no significant difference was observed between the experimental and control groups. The results of this study has implications for improving academic characteristics, especially students'''' emotional creativity.

کلیدواژه‌ها [English]

  • academic engagement
  • emotional creativity
  • Education
  • Student
عینی، ساناز؛ عبادی، متینه؛ سعادتمند، صغری و ترابی، نغمه. (1399). نقش تفکر خلاق، ذهن آگاهی و هوش هیجانی در پیش‌بینی تنیدگی تحصیلی دانش‌آموزان تیزهوش. تفکر و کودک، 11(2)، 183-210.
فرامرزی، سالار و عنایتی، الهه. (1400). مقایسه‌ی هیجانات تحصیلی دانش‌آموزان با انواع اختلال یادگیری خاص. مجله ناتوانی‌های یادگیری، 10(4)، 87-103.
نریمانی، محمد؛ عالی‌ساری نصیرلو، کریم و موسی‌زاده، توکل. (1393). مقایسه ی اثربخشی آموزش متمرکز برهیجان و کنترل تکانه برفرسودگی تحصیلی و عواطف مثبت و منفی دانش آموزان مبتلا به ناتوانی یادگیری. مجله ناتوانی‌های یادگیری، 3(3)، 79-99.
References:
Amutio, A., Franco, C., Gázquez, J.J., & Mañas, I.M. (2015). Aprendizaje y práctica de la conciencia plena en estudiantes de bachillerato para potenciar la relajación y la autoeficacia en el rendimiento escolar. University Psychology, 14, 15–25.  https://dialnet.unirioja.es/servlet/articulo?codigo=5307177
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529. https://www.middlesex.mass.edu/ace/downloads/astininv .pdf
Averill, J.R. (1999). Individual differences in emotional creativity: structure and correlates. Journal of Personality, 67(4), 331-371.  [DOI: 10.1111/1467-6494.00058]
Cabelkova, I., Strielkowski, W., Rybakova, A., & Molchanovа, A. (2019). Does playing video games increase emotional creativity? International Journal of Environmental Research and Public Health, 17,2177 [Doi: 10.3390/ijerph17072177]
Cardwell, M.E. (2011). Patterns of Relationships Between Teacher Engagement and Student Engagement. Unpublished Doctoral Dissertation. School of Education, St, John Fisher College.
               https://fisherpub.sjfc.edu/education_etd/49/
Chauhan, S., & Sharma, A. (2017). A saudy of relationship between creativity and academic achievement among public and privste school syudents in both the gender. International Journal of Science Technology and Management, 6(1), 39-45.  http://www.ijstm.com/images/short_pdf/1483099120_N182_IJSTM.pdf
Craig, G. (2017). The Gold Standard (Official) EFT Tapping Tutorial. Retrieved March 14, From https://www.emofree.com/eft-tutorial/eft-tapping-tutorial.html.
D’Mello, S., & Graesser, A. (2012). Dynamics of affectives tates during complex learning. Learning & Instruction, 22, 145–157. [Doi:10.1016/j.learninstruc.2011.10.001]
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B. & Osher, D. (2019) Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.  [DOI: 10.1080/10888691.2018.1537791]
Delialioglu, O. (2012). Student engagement in blended learning environments with lecture-based and problem-based instructional approaches. Journal of Educational Technology & Society,15, 310-322.
Eyni, S., Ebadi, M., Saadatmand, S., & Torabi, N. (2021). The role of creative thinking, mindfulness and emotional intelligence in predicting the academic stress of gifted students.Tafakkor va Kudak, 11(2), 183-210. (Persian)
Eyni, S. (2020). The effectiveness of mentalization-based therapy on improving object relations of people with borderline personality disorder. Journal of Research in Psychopathology, 1(1), 16-30. https://fabak.ihcs.ac.ir/article_6214.html
Faramarzi, S., & Enayati, E. (2021). Comparison of students' academic emotions with types of specific learning disabilities. Journal of Learning Disabilities, 10(4), 87-103. (Persian) http://jld.uma.ac.ir/article_1225.html
Fiorella, L. & Mayer, R.E. (2015). Learning as a generative activity, eight learning strategies that promote understanding. Cambridge university press.
Ghanbari, F. (2014). The effect of psychological empowerment training on emotional creativity and cognitive creativity of third grade female students of first grade high school in Ivan city. Allameh Tabatabaei University. (Persian)
González, A., Paoloni, P. V., Donolo, D., & Rinaudo, C. (2015). Behavioral engagement and disaffection in school activities: exploring a model of motivational facilitators and performance outcomes. Anal. Psychology, 31, 869– 878. [Doi: 10.6018/analesps.32.176981]
Guajardo Leal, B., Navarro-Corona, C. & Valenzuela González, J. (2019). Systematic Mapping Study of Academic Engagement in MOOC. International Review of Researchin Open and Distributed Learning, 20 (2), 114-138.
King, R.B., Mcinerney, D.M., Fraide, A., Ganotice, Jr., & Villarosa, J.B. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitu dinal, and experimental evilence. Learning And Individual Differences, 39, 64-72. [Doi: 10.1016/j.lindif.2015.03.005]
Long, C.R., & Averill, J.R. (2003). Solitude: An exploration of benefits of being alone. Journal for the Theory of Social Behavior, 33, 21-44. [Doi: 10.1111/1468-5914.00204]
Lopez, S.J., & Calderon, V.J. (2011). Gallup student poll: Measuring and promoting what is right with students. In S. I. Donaldson, M. Csikszentmihalyi, & J. Nakamura (Eds.), Applied positive psychology: Improving everyday life, health, schools, work, and society (117–133). https://psycnet.apa.org/record/2011-09022-008
López-González, L., & Oriol, X. (2016). The relationship between emotional competence, classroom climate and school achievement in high school students. Cult. Education. 28, 130–156.  [Doi: 10.1080/11356405.2015.1120448]
Narimani, M., Alisari Nasirlou, K., & Mosazadeh, T. (2014). The effect of excitement-focused therapy and impulse control on educational burnout and positive and negative training emotions in students with and without learning disabilities. Journal of Learning Disabilities, 3(3), 79-99. (Persian) http://jld.uma.ac.ir/article_153.html
Olatoye, R.A , Akintunde, S.O., & Ogunsanya, E.A. (2010). Relationship between Creativity and Academic Achievement of Business Administration Students in South Western Polytechnics, Nigeria.  An International Multi-Disciplinary Journal, 4 (3a),134-149. https://www.ajol.info › afrrev › article › view
Oriol, X., Amutio, A.,  Mendoza , M., Da Costa, S., & Miranda, R. (2016). Emotional creativity as predictor of intrinsic motivation and academic engagement in University Students: The mediating role of positive emotions. Frontiers in Psychology, 7, 1-9. [Doi: 10.3389/fpsyg.2016.01243]
Perry, R. (2011). Student perceptions of engagement in schools: A Deweyan analysis of authenticity in high school classrooms (PhD diss.). Georgia State University. https://scholarworks.gsu.edu/eps_diss/69
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement , 149–172. Boston, MA: Springer US.  [DOI:10.1007/978-1-4614-2018-7_7]
Rkibi, H., & Ram-Vlasov, N. (2019). Linking trauma to posttraumatic growth and mental health through emotional and cognitive creativity. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 416–430. [Doi: 10.1037/aca0000193]
Tze, V.M.C., Daniels, L.M., & Klassen, R.M. (2016). Evaluating the relationship between boredom and academic outcomes: a meta-analysis. Education Psychology Review, 28, 119–144. [Doi: 10.1007/s10648-015-9301]
Wells, S. (2016). 100% yes‼the energy of success. release your resistance align your values go for your goals using simple energy techniques(SET). Waterford publishing.