The effectiveness of play-based interventions based on cognitive-behavioral approach on creativity and self-worth of elementary students

This study was conducted with the aim of the effectiveness of play-based interventions on the creativity and self-worth of elementary students. The research was semi-experimental design with pretest, posttest, and one-month follow-up design with a control group. By cluster sampling method in the screening stage, 30 students were selected and randomly assigned in two groups (experimental and control). The experimental group underwent cognitive-behavioral play-based intervention in 10 sessions. Abedi Creativity Questionnaires and Crocker self-worth scale were used to collect the required information. The results were analyzed using repeated measurements ANOVA. The results showed that there was a significant difference between the two groups (experiments and control) in the variables of creativity and self-worth (p <0.001). In addition, the lack of significant difference between post-test and follow-up scores in the experimental group indicated the persistence of the effect of the intervention on research variables. It seems that this intervention can be used to increase the creativity and self-worth of elementary students.