پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 939 |
| تعداد مقالات | 7,734 |
| تعداد مشاهده مقاله | 12,750,545 |
| تعداد دریافت فایل اصل مقاله | 9,073,798 |
رابطه هیجان‌های تحصیلی با خلاقیت هیجانی دانش‌آموزان دختر و پسر پایه ششم مدارس دولتی و غیردولتی دوره ابتدایی | ||
| اندیشه های نوین تربیتی | ||
| مقاله 5، دوره 18، شماره 4 - شماره پیاپی 66، دی 1401، صفحه 89-100 اصل مقاله (481.99 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.32833.3132 | ||
| نویسندگان | ||
| علی اکبر عجم* 1؛ نسرین رنجبر اسفیجر2 | ||
| 1دکترای تخصصی برنامه درسی، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران | ||
| 2کارشناسی ارشد تحقیقات آموزشی،گروه علوم تربیتی، دانشگاه پیام نور ، تهران، ایران | ||
| چکیده | ||
| خصلت های هیجانی ازجمله ویژگیهای بارز انسان ها هستند که محور اصلی نوآوری، حیات و قدرت اندیشه می باشند، این پژوهش نیز با هدف بررسی رابطه هیجان های تحصیلی با خلاقیت هیجانی دانش آموزان پایه ششم دوره ابتدایی شهرستان گلبهار انجام گردید. پژوهش حاضر از حیث هدف کاربردی و برحسب روش از نوع همبستگی می باشد و جامعه مورد مطالعه در این پژوهش تمامی دانش آموزان پایه ششم دوره ابتدایی شهرستان گلبهار که شامل 1676 دانش آموز بوده است، مطابق با جدول کرجسی و مورگان و با استفاده از روش نمونه گیری خوشه ای تصادفی 286 نفر انتخاب شدند. ابزار گردآوری اطلاعات پرسشنامه هیجان های تحصیلی پکران(2005) و پرسشنامه خلاقیت هیجانی آوریل و توماس نولز(1991) بوده است. جهت تجزیه و تحلیل داده ها و آزمون فرضیه های تحقیق از ضریب همبستگی پیرسون و آزمون تی مستقل استفاده شد. نتایج بدست آمده بیانگر وجود رابطه معناداری میان هیجان های تحصیلی با خلاقیت هیجانی دانش آموزان است. از سوی دیگر هیجان های تحصیلی باتوجه به نوع مدرسه اعم از مدارس دولتی و غیردولتی و همچنین جنسیت دارای تفاوت معناداری میباشد، خلاقیت هیجانی نیز باتوجه به نوع مدرسه تفاوت معناداری نداشت اما باتوجه به جنسیت دارای تفاوت معناداری بود. بنابراین میتوان با استفاده از روش های تدریس نوین و متنوع، فرا همسازی زمینه گفت وگو و مباحثه، فرصت تجربه هیجانات متنوع و بروز افکار و احساسات را ایجاد و هیجان های تحصیلی مثبت و همچنین خلاقیت هیجانی را تقویت نمود. | ||
| کلیدواژه‌ها | ||
| هیجان ها؛ خلاقیت؛ دوره ابتدایی؛ دانش آموزان | ||
| عنوان مقاله [English] | ||
| The Relationship between Academic Emotions and Emotional Creativity of Male and Female Sixth Grade Students in Public and Private Elementary Schools | ||
| نویسندگان [English] | ||
| Ali Akbar Ajam1؛ Nasrin Ranjbar Asfijer2 | ||
| 1Ph.D. in Curriculum, Department of Educational Sciences, Payam-e-Noor University, Tehran, Iran | ||
| 2M.Sc. in Educational Research, Department of Educational Sciences, Payam-e-Noor University, Tehran, Iran | ||
| چکیده [English] | ||
| The present applied correlational study was conducted to assess the relationship between academic emotions and emotional creativity in the sixth grade elementary school students in the city of Golbahar. A total of 286 sixth graders were selected according to Krejcie and Morgan Table by random cluster sampling method. Data were collected using Pekrun’s Academic Emotions (2005) and Averill and Thomas Knowles (1991) Emotional Creativity Questionnaires. The study hypotheses were assessed using Pearson’s correlation coefficient and independent t-test. The results showed a significant relationship between students’ academic emotions and their emotional creativity. Students’ academic emotions were significantly different according to gender and also school type (public vs private). Their emotional creativity was not significantly different for school type, but it was for gender. Introduction Emotions increase motivation and affect students' academic achievement during academic life by affecting self-regulation and other regulators. Thus, understanding the functional nature of emotions in educational situations is especially important (Sheikholeslami & Ghanbari Talab, 2018). Failure to address and manage emotions can cause irreversible damage. One of the ways to deal with negative emotions is to use emotional creativity (Taghavi, 2017). The concept of creativity in emotions was introduced in 1986 with the work of Averill (Nazari Bolani et al, 2019). Examining the variables and components related to emotional creativity can clarify the nature of this type of creativity more than ever before (Valikhani et al, 2017). Many studies have been conducted on this subject so far, including a study by Husseini et al, (2018) that compared academic emotions of students of public and Shahed private senior elementary schools in the subject of experimental sciences, and a study by Asghari and Sharifi (2017) that analyzed the relationship and distinction between emotional creativity and cognitive creativity based on their factors. Also, Oriol et al, (2016) investigated the relationship of students’ emotional creativity with their intrinsic motivation and academic engagement as well as the mediating function of classroom-related positive emotions, and Pekrun et al, (2010) who tested the role of academic emotions in students’ self-regulated learning and success. The present study was conducted to assess the relationship between academic emotions and emotional creativity in the sixth grade students of public and private elementary school to answer the following questions: Is there a significant relationship between academic emotions and emotional creativity? Do academic emotions and emotional creativity levels differ according to gender and type of school? Materials and methods The statistical population of the present correlational study included all male and female sixth grade students of public and private elementary schools in the city of Golbahar. First, 14 rural and urban schools were selected by random cluster sampling. The school type was chosen in proportion to the number of students in public and private schools and based on gender. Finally, 11 sixth grade classes were selected from public schools and three from private ones, from which, 286 students were chosen as samples according to Krejcie and Morgan Table (1970). The data collection tools included Pekrun’s Academic Emotions Questionnaire (2005) designed by Pekrun et al. (2005) with 43 items in seven components (enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom). Kadivar et al. (2009) investigated factor validity and reliability of this questionnaire in 600 male and female students, and reported an acceptable internal consistency. In the present study, reliability of this questionnaire was determined with Cronbach’s alpha of 0.89. Averill and Thomas Knowles Emotional Creativity Inventory (1991): Averill and Thomas Knowles considered four dimensions of novelty, effectiveness, authenticity, and preparedness to assess emotional creativity. This questionnaire contains 30 items in a five-point Likert scale (Averill,1991). Averill and Gutbezahi (1996) conducted two studies on psychology students using this inventory and reported a high internal consistency. Reliability of this tool was also determined in the present study with Cronbach’s alpha of 0.8. Results The present correlational study investigated the relationship between academic emotions and emotional creativity in male and female sixth grade students of public and private elementary schools in the city of Golbahar. To answer the first question of the study, the relationship between variables was assessed using Pearson’ correlation test. According to the results in Table 1, there is a significant relationship between academic emotions and emotional creativity (Sig.=0.001). To answer the second question, independent t-test was used to assess the difference in academic emotions and emotional creativity according to type of school and gender. As seen in Table 2, the significance level is <0.01 for both independent t-tests, therefore the null hypothesis is rejected and there is a significant difference in students’ academic emotions in terms of type of school and gender. Mean academic emotions was greater in students of public school (120.32) than that in students of private schools (11.48). Also, mean academic emotions was greater in girls (123.53). Table 3 shows that the significance level is >0.05 in the test of difference in emotional creativity of sixth grade elementary school students, which confirms the null hypothesis, and there is no significant difference in students’ emotional creativity in terms of type of school. In addition, the significance level is less than 0.01 in the test of difference in emotional creativity of sixth grade elementary school students, which rejects the null hypothesis, and there is a significant difference in students’ emotional creativity in terms of gender. Mean emotional creativity in girls (101.55) was greater than that in boys (97.23). Discussion and Conclusion According to the results, there is a significant relationship between academic emotions and emotional creativity, which concurs with the results obtained in a study by Taghavi (2016). In answering the second question, the independent t-test results show a significant difference in students’ academic emotions depending on their type of school and gender. No significant difference was found in emotional creativity between public and private schools. However, there was a significant difference in students’ emotional creativity in terms of gender. Thus, teachers and principals are recommended to pay attention to students’ abilities. Furthermore, given that providing a dynamic, active and diverse environment reduces boredom, anxiety and hopelessness, teachers and principals are recommended to use modern and creative teaching techniques and diverse educational activities such as video display to encourage exploration in students and confront them with a variety of situations. | ||
| کلیدواژه‌ها [English] | ||
| Emotion, creativity, Elementary school, Students | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Aghababaei, M(2020). Predicting marital satisfaction based on emotional intelligence and emotional creativity of couples, Applied research in counseling, No. 8: 101-85(Text in Persian( Asadi Mobarake, N.(2016). Investigating of the relationship between Inviting Education style academic emotions and academic performance elementary sixth grade students. Departments of the Faculty of psychology and Eduction, Allameh Tabataba’I University (Text in Persian( Asghari, D & Sharifi, N. (2017). Analysis of the relationship and the distinction between two types of emotional and cognithre creativity on the basis of their factors. Journal of psychometric, 2, 30-49(Text in( Averill, J.R, (1994). Emotional Creativity Inventory: Scale :construction and validation, Paper presented at the meeting of the International Society for Research on Emotion, Cambridge, MA. Bahadori KHosroshahi, J. Mesr Abadi, J. (2019). The Role of Academic Engagement, Cognitive Assessment and Academic Self-concept with of Positive and Negative Emotions Students, Journal of Modern psychological preceding studies. 50, 87-110(Text in Persian( Firoozabadi, S. Yousefi, S(2019). Predicting Emotional Creativity Based on the Dimensions of Family Function with the Mediating Role of Coping Styles, Knowledge and Research in Applied Psychology, No. 78: 78-68(Text in Persian( Ghadiri Nejadian, F(2002), A Preliminary Normative Study of ECI Emotional Creativity Scale on Daily Students of Tehran Universities, Tarbiat Moallem University of Tehran(Text in Persian( Gutbezahl, J & Averill, J. R, (1996). Individual differences in emotional creativity as manifested in words and pictures, Creativity Research Journal, 9, 327-337. Hoseini, S, A. Jami, M. Ghorbani, F. Aghe, M. (2019). The excitement of the status of academic science in the classroom: compare and control the second period elementary public school students in Sanandaj. Primary School Science Education Conference, Farhangian University, Ardabil. (Text in Persian( Jamalzadeh, M. (2017). The relationship between teachers' expectations with exciting educational and academic performance of elementary school students of Shahrood. General Psychology, Science and Research Branch of shahrood, Islamic Azad University. (Text in Persian( Kadivar, P. Farzad, V. Kavousian, J. Nikdel, F(2009). Validation of Pekran Academic Emotions Questionnaire, Educational Innovations Quarterly, Volume 8, Number 32: 7-38. (Text in Persian( Moaser, H. Zarei, H.A(2019). Emotional Creativity and Self-Learning: The Mediating Role of Progress Motivation, Psychology, No. 92: 457-440(Text in Persian( Nazari Bolani, G & others (2019). Development of a causal model of explaining school well-being based on the orientation of development goals and basic psychological needs with the mediating role of emotional creativity and self-efficacy, New Psychological Research, No. 54: 230-199(Text in Persian( 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. vol7:1243 Pekrun, R & Goetz, T & Titz, W & Perry, R (2010). Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist. Volume 37, Issue 2, pp 91-105 Sabet, M. (2016). Standardization of Averill's Emotional Creativity. Innovation & Creativity in Human Sciences. 2, 77-96(Text in Persian( Sepasian, H. Sheykholeslami, R. (2018). The role of emotion in children’s decision making, Contemporary Psychology, 11(2), 36-51(Text in Persian( Shahhoseini, S. forozanfar, A. hashemi, F. taheri, N. (2016). The Comparison of Alexithymia and Emotional Creativity among Gifted and Normal Female Students. Empowering Exceptional Children,7(3), 50-59 (Text in Persian( Sheikhol Eslami, R & Ghanbari Talab, M. (2018). Relationships between metacognitive knowledge and school well-being: Meditating role of academic emotions, Quarterly of Applied Psychology, Vol. 12, No. 3(47), 375-395 (Text in Persian( Solaimani Shebailo, N. (2017). The Relationships between the Students’, the Parents’ and Teachers’ Academic Emotions with Academic Performance. Faculty of Psychology and Educational Sciences, University of Tabriz. (Text in Persian( Taghavi, H. (2017). The mediating role of academic emotions in the relationship between emotional creativity and academic motivation of secondary school students in Birjand. Department of Psychology, Faculty of Education and Psychology, University of Birjand. (Text in Persian( Valikhani, A & others (2016). Predicting Critical Thinking Based on Emotional Creativity in Shiraz University Students, Educational Research, No. 33: 46-32(Text in Persian( Valikhani, A. Maleki Majd, M. Hashemi, R. (2018). Prediction of Critical Thinking Based on Emotional Creativity in University Students. Journal of Educational Research, 3 (33) :31-46 (Text in Persian( | ||
|
آمار تعداد مشاهده مقاله: 462 تعداد دریافت فایل اصل مقاله: 371 |
||
