INNOVATION & CREATIVITY IN HUMAN SCIENCE
Year:2014 | Volume:3 | Issue:4|Papers Count:9

Objectives: current research aimed to predict creativity by personality characteristics in a sample of university students.Methods: four hundred participants (200 male and 200 female) of this study were student of different disciplines of Allameh Tabataba'i University. To predict the students’ creativity, Abedi’s creativity questionnaire was used to measure creativity and the long form of NEOPI-R was used to measure students’ personal characteristics. to analyze the data, T- test and multiple regressions were used.Results: the independent T-tests indicated that there is no difference between male and female students in creativity. Regression analysis results also suggested that among thirty studied personality characteristics, seven including openness of ideas, assertiveness, competence, fantasy, aesthetics, openness of actions and self-discipline have statistically significant positive relationship with creativity and two characteristics of anger and modesty have statistically significant negative relationship with creativity.Conclusion: these factors totally accounted for %57 of the creativity variance.

Objectives: current research aimed to predict creativity by personality characteristics in a sample of university students.Methods: four hundred participants (200 male and 200 female) of this study were student of different disciplines of Allameh Tabataba'i University. To predict the students’ creativity, Abedi’s creativity questionnaire was used to measure creativity and the long form of NEOPI-R was used to measure students’ personal characteristics. to analyze the data, T- test and multiple regressions were used.Results: the independent T-tests indicated that there is no difference between male and female students in creativity. Regression analysis results also suggested that among thirty studied personality characteristics, seven including openness of ideas, assertiveness, competence, fantasy, aesthetics, openness of actions and self-discipline have statistically significant positive relationship with creativity and two characteristics of anger and modesty have statistically significant negative relationship with creativity.Conclusion: these factors totally accounted for %57 of the creativity variance.

Background: Human development is the result of creativity and innovation. The world is rapidly changing and creativity thinking is the copping key with the problems of human adaptation and success.Purpose: The aim of this study was to determine the effect of creative drama training on the creativity preschool’s students in Hamadan city.Method: A sample of 60 preschool’s students (28 girls and 32 boys) and four classes, with multi- stage selection method randomly were selected and randomly were assigned in controls and experimental groups. The first, all of boys and girls responded Torrance's Creative Thinking in Action and Movement, then, the experimental groups were taking 10 sessions drama creativity training. Finally, all of boys and girls responded Torrance's Creative Thinking in Action and Movement.Findings: Data analysis whit MANOVA for differential scores showed that the creative drama training has effect on creativity and its subscales (fluency, initiative and imagination). In addition, interaction of creative drama training and gender was increased the creativity and initiative of preschool students, But didn’t increased fluency and imagination.Conclusion: Creativity can be taught using creative drama teaching methods.

Background: Mathematics is among the main subjects affecting academic performance and career prospects of several factors such as creativity, philosophical- mindedness, mathematics self-efficacy in mathematics.Objectives: The aim of this study was to investigate the role of philosophical- mindedness, creativity, self-efficacy and mathematics self-concept on mathematics achievement.Methods: Method study was correlation and the statistical community was all student from Marand county. The sample group included 393) 257 girls, 136 boys) student that were selected by multi-stage cluster sampling. Assessment instruments was of philosophical l-Mindedness, creativity, self-efficacy and mathematics self-concept questionnaire. Data were analyzed using path analysis and effect size.Results: Results show that the direct effect of mathematics self-efficacy on creativity, mathematics self-concept and mathematics achievement was positive and significant and indirect effect mathematics self-efficacy on mathematics achievement was significant. in addition direct effect of mathematics self-concept on mathematics achievement was significant. In this study, although the direct effect of creativity on math self-concept was positive and significant, and the negative impact of these variables indicate the progress of the mathematical creativity is a deterrent variable. In addition, the results of the research showed that the philosophical- Mindedness is one of the factors that influence on creativity, but a direct effect of this variable on the mathematics achievement was not significant.Conclusion: This information can be used in order to improvement student mathematics performance.

Background: Today it is found that creativity is teachable and this means that creativity is not specific to some particular individuals.Objective(s): This article studied the effects of the creativity-oriented contents of lesson plan (curriculum) on the growth of the creative understanding of the preschool children in the second district zone of the city of Tehran.Method(s): The method of this study was preliminary experimental or one-group pretest-post-test design. The study population included all preschool children in the second district of Tehran, with a population of over 2433. One center was randomly selected from all preschool centers that exist in the area. In that center, the preschool class number two - included 18 boys and girls - was selected as sample.Result(s): Results showed that: The amount of preschool children creativity in fluency in the post-test was higher than the pre-test significantly; And also, in originality in the post-test was higher than the pre-test significantly; which represents the effect of creativity-oriented lesson plan (curriculum) contents on preschool children’s creative understanding growth in fluency and originality. On the other hand, there was no significant difference in the amount of preschool children creativity in imagination in the post-test and the pre-test; which represents no effect of creativity-oriented lesson plan (curriculum) contents on preschool children’s creative understanding growth in imagination.Conclusion: At the end, the amount of preschool children creativity in the post-test was higher than the pre-test significantly; which represents the effect of creativity-oriented lesson plan (curriculum) contents on preschool children’s creative understanding growth.

Purpose: This study was conducted to review the role of learning organization implementation on the organizational intelligence in provincial centers of IRIB (Islamic Republic of Iran’s Broadcasting).Method: The research was applied, descriptive and correlational. Population included all managers and experts of provincial centers of IRIB among which the sample size of 265 was put under the study (n= 265). Proportional stratified random sampling was used in the study. Concerning the validity of the instrument, experts' views method was employed. Reliability of the standard organizational intelligence questionnaire based on the 7-Dimentional Model of Albrecht (2003) was 0.77, and it was 0.81 for the 9-Dimentional Model of Denton (1998).Findings: There was a significant positive relationship between learning organization implementation and the organizational intelligence in provincial centers of IRIB. Regression Analysis Test also indicated that the most influencing factors were quality, flexible structure, knowledge creation and distribution, as well as team work.Conclusion: In order to forecast the organizational intelligence using the components of learning organization implementation, a model with the proportional power of %46 can be developed.

Background: creative problem solving model began in1926 with Wallace's work and, now one of the most respected creative problem solving model is owned by M Basadr.Purpose: the purpose of this study is validating and the factorial structure of questionnaire of a 16 item of Basadr Creative Problem Solving.Method: research community, were all students of Payam Noor University of Fasa. Some 180 girls and 140 boys were selected with cluster sampling method.Results: test - retest (r=0.762) and alpha (r=0.884) showed an acceptable Reliability of the test. The results of Cronbach Alpha test showed that there is no need to remove any item. Torrance Creativity Test was correlated with Flexibility subscales (p<0.01, r=0.603), Fluency (p<0.01, r=0.596) and Originality (p<0.01, r=0.464) demonstrated acceptable validity of Basadr creative problem solving. Factor analysis indicated that five factors greater than 1, have 71.049% of the variance in the 16 items to explain. The rotation matrix of the data indicated that all items are included and need not it be removed from the questionnaire. Confirmatory factor analysis results also showed that the chi-square per degree of freedom, goodness of fit index increased (CFI) and root mean square residual (RMSEA) is acceptable.Conclusion: Basadr 16-question test is a valid tool for the assessment of creative problem solving.

Background: Today, one of the problems that students are faced with is the low level of self-esteem with the educational, individual and social problems which follow it.Objective: This study aimed to investigate the relationship between self-esteem with happiness and creativity of Bu-Ali Sina University students in 2012-2013 academic year.Method: This study was conducted in descriptive correlation method. 357 people from students were selected using two-stage cluster sampling method. The participants answered "Rosenberg Self-esteem", "Oxford Happiness" and "Abedi Creativity" questionnaires. To analyze the data multiple regression analysis was used.Findings: The results demonstrated that there is a statistically significant relationship between self-esteem with happiness and students’ creativity. Also, a statistically positive and significant correlation was observed between self-esteem with happiness, self-esteem with creativity, and happiness with creativity (P<0.05).Conclusion: According to the results we can say that happiness and creativity are predictors of students’ self-esteem.

Background: Creativity is defined in a way as having creative thoughts, ideas, fresh ideas and a different perspective on things deprecated crossed the limit of infinite dimensions unwittingly invented new solutions to a problem. Creativity is the most important feature of entrepreneurship, for it functions on other characteristics such as motivation achievement, locus of control and risk-taking.Purpose: This article explains the relationship between need for achievement, locus of control, and risk-taking propensity with students’ creativity.Method: The method of this research is descriptive with applied purpose and correlational method. To measure variables, Hermands Questionnaire (1970) as well as other questionnaires such as, Rotter (1966), Ahmad Pour Dariani (1389) and Kafayat (1373) are used. Population of research was all students of Islamic Azad University in Shahre-Kord branch of whom some 200 were selected using a stratified sampling. Data obtained were analyzed with correlation, regression, and path analysis methods.Results: The results showed that the variables of achievement motivation, locus of control have the greatest impact and risk-taking has the least impact on creativity.Conclusion: The most important result of this study is to develop students’ motivation and internal locus of control This article is drawn from a research carried out in 2012 at the Islamic Azad University of Shahre-Kord.