The comparison effect of extensively thinking skills and self-regulation learning strategies training on creativity (fluidity, initiative, flexibility, expansion) of students

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Amrai Forozan; GHADAMPOUR EZATTOLAH; SHARIFI TAYEBEH; Ghzanfari Ahmad

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Journal: INNOVATION & CREATIVITY IN HUMAN SCIENCE Year:2019 | Volume:8 | Issue:4 Page(s): 97-128

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Information Journal Paper

Title

The comparison effect of extensively thinking skills and self-regulation learning strategies training on creativity (fluidity, initiative, flexibility, expansion) of students

Author(s)

Amrai Forozan | GHADAMPOUR EZATTOLAH | SHARIFI TAYEBEH | Ghzanfari Ahmad | Issue Writer Certificate

Keywords

extensively thinking skillsQ1

self-regulation learning strategiesQ1

creativityQ2

studentsQ2

Abstract

Aim: The purpose of this study was to comparison effect extensively thinking skills and self-regulation learning strategies training on creativity (fluidity, initiative, flexibility, expansion) of students. Method: The research method was semi experimental with pre and post-test plan and following was done with two experimental groups and one witness group. The statistical population of this study consisted of all female primary school students of Khorramabad Secondary School in the academic year of 2016-2017 in 1353 individuals. The sample size was 45 people selected by multi-stage cluster sampling method. In two groups and evidence (each group of 15) was randomly replaced. After that, the students of experiment group were instructed self regulation learning strategies and extensively thinking skills thought, at this time, the control group students did not receive any training. The Torens crew questionnaire (1966) was used to collect data; finally, for analysis of data, covariance analysis was used using SPSS software. Results: The findings showed that in the post-test and follow-up stages, the training of self-regulation learning strategies could affect general creativity and all its minor components, except for the sub-component of the initiative in the post-test and in the follow-up phase only for the sub-component of the expansion of the effect meaningful; also, the results showed that the training of broad-based thinking skills could have a significant effect on the sub-components of flexibility and expansion in the post-test stage, but this effect was not sustained in the follow-up phase. On the other hand, the results indicated that the teaching of self-regulation learning strategies in comparison with the broadening of thinking skills had a greater impact on overall creativity and sub-components (P<0. 05). Conclusion: Therefore, it can be said that teaching self-regulation learning strategies and extensive thinking skills can increase students' creativity.

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APA: Copy

Amrai, Forozan, GHADAMPOUR, EZATTOLAH, SHARIFI, TAYEBEH, & Ghzanfari, Ahmad. (2019). The comparison effect of extensively thinking skills and self-regulation learning strategies training on creativity (fluidity, initiative, flexibility, expansion) of students. INNOVATION & CREATIVITY IN HUMAN SCIENCE, 8(4 ), 97-128. SID. https://sid.ir/paper/223408/en

Vancouver: Copy

Amrai Forozan, GHADAMPOUR EZATTOLAH, SHARIFI TAYEBEH, Ghzanfari Ahmad. The comparison effect of extensively thinking skills and self-regulation learning strategies training on creativity (fluidity, initiative, flexibility, expansion) of students. INNOVATION & CREATIVITY IN HUMAN SCIENCE[Internet]. 2019;8(4 ):97-128. Available from: https://sid.ir/paper/223408/en

IEEE: Copy

Forozan Amrai, EZATTOLAH GHADAMPOUR, TAYEBEH SHARIFI, and Ahmad Ghzanfari, “The comparison effect of extensively thinking skills and self-regulation learning strategies training on creativity (fluidity, initiative, flexibility, expansion) of students,” INNOVATION & CREATIVITY IN HUMAN SCIENCE, vol. 8, no. 4 , pp. 97–128, 2019, [Online]. Available: https://sid.ir/paper/223408/en

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