creative thinking

This research was conducted to determine the effectiveness of the interactive educational environment by integrating creative drama with the five-step method on creative thinking skills and its components in fourth-grade female students of Hamedan City.

The research method was applied in terms of purpose and in terms of implementation method, it was semi-experimental using a pre-test and post-test design. The research population was all 1219 fourth-grade female students in Hamadan city. The sample size included 90 students in the fourth grade who were selected by the available sampling method and divided into three groups by simple random. The intervention plan was implemented in 12 training sessions (each session for 60 minutes). Torrance's (1974) creativity test was used to collect data. The validity of Torrance's creativity test was confirmed by experts and its reliability was determined to be 0.85. Data analysis was analyzed with the help of SPSS software.

The results of the research showed that the design of classroom training based on an interactive educational environment by integrating creative drama with the five-step method has a positive effect on the development of creative thinking skills and its components compared to the design of classroom training based on the show. He has a creative and educational design of the class in the usual way (speech).

The interactive educational environment through creative shows increases creative thinking because it directs the flow of education in a direction where students, through activity pay more attention to the details of the phenomenon and subject matter. Learning is encouraged to think more about problems and provide various solutions through innovative methods.

The objective of this study was to evaluate the effectiveness of a time management training program on enhancing academic engagement and creative thinking among high school students.

This study employed a randomized controlled trial design with two groups: an experimental group and a control group, each consisting of 30 participants. Data were collected at three time points: before the intervention, immediately after, and three months post-intervention. We utilized the Analysis of Variance (ANOVA) with repeated measurements to analyze the data, followed by Bonferroni post-hoc tests to examine specific group differences. Statistical analysis was conducted using SPSS-27.

The findings showed that the intervention significantly improved academic engagement and creative thinking in the experimental group compared to the control group. At post-test, the experimental group showed a significant increase in academic engagement scores from a mean of 68.20 (SD = 7.45) to 76.34 (SD = 8.15), and in creative thinking from 70.11 (SD = 8.90) to 75.28 (SD = 9.30). In contrast, the control group exhibited only slight improvements. The ANOVA results indicated significant group effects (F(1, 58) = 13.84, p < 0.001) for both variables.

Therefore, the time management training program effectively enhanced both academic engagement and creative thinking among high school students. The findings suggest that structured time management training can be a valuable addition to educational strategies aimed at improving student outcomes in academic and creative domains.

Internet addiction as a diagnostic category in DSM-V has attracted the attention of researchers due to its negative consequences on the mental health of users. The purpose of this research is to investigate the mediating role of creative thinking in the relationship between brain-behavioral systems and alexithymia with internet addiction among students. The present research was conducted using the descriptive-correlation method of path analysis. The statistical population of this research included all girl students of the first year of high school in Ardabil city in 1401, from which 250 samples were selected by random cluster sampling. They responded to Toronto Bagby's alexithymia Questionnaire (1994), Carver White's Brain-Behavioral Systems Scale (1994), Young's Internet Addiction Questionnaire (1998) and Hani's Creative Thinking Questionnaire (2014). The direct relationships of the collected data were analyzed using SPSS23 and Amos24 software, and the indirect relationships were analyzed using bootstrap. The results showed that there is a positive and significant relationship between the brain-behavioral activation system and alexithymia with internet addiction, and there is a negative and significant relationship between creative thinking and internet addiction. Also, there was a positive and significant relationship between the behavioral activation system and creative thinking, and a negative and significant relationship was seen between alexithymia and creative thinking. In addition, creative thinking plays a mediating role in the relationship between alexithymia and behavioral activation system with internet addiction (p<0.05). Mental health and education professionals can use these results to prevent internet addiction in students.

The present research was conducted with the aim of developing a structural model for predicting academic progress based on executive functions, creative thinking, and academic enthusiasm, with the mediation of the emotional atmosphere of the family. The method used in this research is a correlation and structural equation model. The statistical population of the research included all students of the second secondary school in Brojen, Iran, in 2023-2024, of whom a sample of 200 was selected via random cluster sampling. The results showed that the hypothesized model has a good fit and the variables of emotional atmosphere of the family, executive functions, creative thinking, and academic enthusiasm have a positive and significant correlation with the variable of academic achievement. Therefore, as the emotional atmosphere of the family, executive functions, creative thinking and academic enthusiasm among students improve, the level of academic progress is also improved.

The aim of this study was to model the relationship between successful intelligence and cognitive flexibility with academic well-being, the mediating role of creative thinking in high school students. The present study was a descriptive-correlation of structural equations. The statistical population of the study included all male high school students in Shahrekord who were selected 327 people by stratified sampling method. The research instruments included Tominin-Sweeney et al.'s (2012) Academic weel being Questionnaire, Grigorenko & Sternberg (2002) Successful Intelligence Questionnaire, Dennis &Vander Wal (2010) Cognitive Flexibility Questionnaire, and Peter Hani's (2001) Creative Thinking Questionnaire. Data were analyzed at both descriptive and inferential levels using SPSS software version 23 and AMOS software version 22. The results showed that the model of the relationship between successful intelligence and cognitive acceptance flexibility with academic well-being with the mediating role of creative thinking has a good fit (RMSE = 0.07; GFI, TLI, RFI, NFI, IFI, PNFI and CFI indices were more than 0.90). The results of the hypotheses showed that there is a direct relationship between successful intelligence and academic well-being (α <0.05); There is a significant relationship between cognitive flexibility and academic well-being directly and indirectly (through creative thinking) (α <0.05); There is a significant relationship between creative thinking and academic well-being (α <0.05). Based on this, it can be said that the model of the relationship between successful intelligence and cognitive flexibility with academic well-being with the mediating role of creative thinking has a desirable fit.

To show the relation between creative thinking, social adaptation, and environmental accountability, emphasizing the mediating role of personality independence, a categorical sample of 358 high school students was randomly selected and then given four instruments, all of which are constructed abroad, yet their validity was confirmed when the opinions of experts were sought on their formal and content validity, while their internal consistencies have also been confirmed separately. Data analyses show that both creative thinking and social adaptation directly and significantly affect personality independence just as creative thinking affects, positively and significantly, the social adaptation factor. Furthermore, environmental accountability is also directly affected by the other three factors at 0.01 level. All in all, the said three factors can explain %44 of the variance in environmental responsibility among students.

The purpose of this study was to investigate the effectiveness of mathematics education based on multiple solution tasks in the development of creative thinking and mathematics achievement for secondary school students. The research method was quasi-experimental with pre-test and post-test with the control group. The statistical population included 40 first-year high school students trained in multiple solution tasks in Bandar Abbas city. They were randomly assigned to the experimental and control groups equally. The research instruments were the Academic Achievement and Mathematics diagnostic test and the Creativity Questionnaire. After the pre-test, the research tool was performed on both groups (experiment and control), then the independent variable (training package of multiple solution tasks) was performed on the experimental group in 8 sessions of 45 minutes, the control group did not receive any training. Then, in the post-test stage, the research tool was performed again on both groups. For data analysis, means comparison test and intergroup analysis of covariance test were used. The results showed that there was a significant difference between the post-test and pre-test scores of the experimental group compared to the control group. While confirming the main hypothesis of the research, the results revealed that mathematics education based on multiple solution tasks had an effect on students' creativity and mathematics achievement.

The aim of this research was to investigate the relationship between electronic content-based teaching on creative thinking and the mediating role of emotional intelligence in elementary school.The statistical population of the research includes all primary school teachers in Nowshahr city who were teaching in the academic year of 1402-1403, and their number is 345, and finally, based on Morgan's table, a sample of 181 people was used to conduct the research. They are randomly selected. The method of this research is descriptive and correlational. collecting information with the help of three questionnaires; Teaching based on electronic content from Khizrulu (2013), Welch's Creative Thinking Questionnaire (2002) and Schering's Emotional Intelligence Questionnaire (1996) have been accepted, and the validity and reliability of all three questionnaires have been confirmed by other researches. The results of the research showed that the direct effect of teaching based on electronic content and creative thinking is equal to 0.246; Also, the indirect effect of teaching based on electronic content and creative thinking with the mediating effect of emotional intelligence is equal to 0.467; In addition, according to the Sobel test, the effect of the mediating variable of emotional intelligence on the variable of teaching based on electronic content and creative thinking is equal to 7.21 and it is confirmed because it is greater than 1.96. The results showed that teaching based on electronic content is effective on creative thinking with the mediating role of emotional intelligence. Accordingly, teachers who use electronic content-based teaching will clearly witness that the electronic environment provides an environment where students can ask questions with an open mind, think creatively, and listen to their views and perspectives. New motivation is that the mentioned items are in fact the central part of emotional intelligence which also forms the basis of creative thinking.

Introduction and goal: 

The present research was conducted in line with the design and explanation of the model of the effect of curriculum planning and creative thinking elements on metacognitive components in Nazari high school girls of Khoi city. In terms of purpose, it is a part of applied research, and in terms of the nature of the research, it is descriptive and correlational.

The statistical population was made up of all female students of the second year of high school, numbering 2398 people in the academic year 1402-1401. With the matching of the statistical population in Morgan's table, 327 people constitute the statistical sample size of the research, the selection of this statistical sample size was done through cluster sampling of schools in Khoy city. In order to collect data, the questionnaires of Borzabadi Farahani curriculum elements (1392), Shatrian metacognition (1386) and Soltani creative thinking (1389) were used. 0/ was obtained. Descriptive statistics and inferential statistics (structural equations) methods were used to analyze the data. Considering the non-normality of data distribution, structural equation analysis and path analysis were used using pls software.

The results indicated that the model of the effect of curriculum planning elements and creative thinking on metacognitive components in female students of Nazari secondary school in Khoi city has a favorable fit, in addition, the results indicated that curriculum planning elements on metacognitive components in students The theoretical secondary school girls of Khoi city have a positive and significant effect, in addition, the effect of creative thinking on metacognitive components in the female secondary school students of positive and significant.

The results of the research emphasize that knowing the elements of curriculum planning and creative thinking, knowing about various curriculum approaches and applying them in learning, leads to the improvement of metacognition.

Academic achievement especially in mathematics is very important and knowing the effective factors on it helps a lot in planning in the field of mathematical academic achievement. As a result, the aim of this research was to investigate the causal model of mathematical academic achievement based on the creative thinking and critical thinking with the mediation of problem solving in primary school students. 

The present study was a description from type of quantitative, which its population was all primary school students of Tabriz city in the 2023-24 academic years. The sample size of the present research was considered to be 250 people, which this number were selected by multi-step cluster random sampling method. The tools of this study were included the questionnaires of mathematical academic achievement (Shalev et al, 1993), creative thinking (Welch and Mc Dowall, 2010), critical thinking (Facione et al, 1994) and problem solving (Heppner and Petersen, 1982) and their data were analyzed with the methods of Pearson correlation coefficients and structural equation modeling in SPSS-26 and AMOS-24 software. 

The findings of the present research showed that the causal model of mathematical academic achievement based on the creative thinking and critical thinking with the mediation of problem solving in primary school students had a good fit. In the mentioned model, the variables of creative thinking and critical thinking had a direct and significant effect on problem solving and mathematical academic achievement of primary school students, and the variable of problem solving had a direct and significant effect on their mathematical academic achievement. In addition, the variables of creative thinking and critical thinking with the mediation of problem solving had an indirect and significant effect on mathematical academic achievement of primary school students (P<0.05). 

According to the results of this study, in order to improve the mathematical academic achievement of primary school students can promote their creative thinking, critical thinking and problem solving.

To evaluate the role of learning patterns based on ICT in the creative thinking of female students of the fourth grade of elementary school in district 2 of Tehran from the point of view of educational managers and teachers.

In terms of purpose, this research is of the type of applied research, its implementation using the contextual method. The statistical population consisted of educational administrators and teachers of the fourth grade elementary school for girls in the 2nd district of Tehran, and the sample size was 30 for educational administrators and 60 for teachers using the Karjesi and Morgan table, which were selected by stratified random sampling. The tool for collecting information is a researcher-made questionnaire that has 50 combined questions of ICT and creative thinking in its 4 dimensions. Its face and content validity has been confirmed by experts and its reliability is 0.98 using Cronbach's alpha. In order to answer the research questions in the field of descriptive statistics (frequency and graph) and to analyze the data, in the field of inferential statistics, considering the assumption of non-normal distribution of data and that the measurement scale is nominal, Chi-square test was used. The findings and results showed that the evaluation of the role of learning models based on ICT in the creative thinking of elementary school girls in Tehran from the perspective of educational managers and teachers is different in two dimensions of flexibility and expansion and the same in two dimensions of fluidity and innovation.

This research was conducted with the aim of designing and dimensions of creative thinking skills in educational managers.

The current research was conducted in terms of practical purpose and with an approach mixed with an exploratory design. The statistical population in the qualitative section was 10 people who were experts in the field of creative thinking, who were selected by the purposeful sampling method and considering the saturation law. The data collection tool in the qualitative part was a semi-structured interview, which was used to ensure the validity of the qualitative part and to ensure the accuracy of the findings from the researcher's point of view, the opinions of professors and experts familiar with this field and experts were used. The Delphi method was used to analyze the qualitative data, and the data analysis was done with the help of MAX QDA software.

The results of the qualitative part in the open coding stage, the results of coding 30 primary codes were identified in the form of 6 categories. The results of deciphering and analyzing the content of the groups showed that the components of technical skills, problem solving, ethics, emotional skills, cognitive and social skills were obtained.

Based on the results of the research, the dimensions and components of creative thinking for educational managers have several dimensions and components that educational system planners can pay attention to in order to develop the creative thinking of managers.

The purpose of this research was the effect of reverse learning on the creative thinking of male students of the fifth grade of elementary school in the course of experimental science in the 4th education district of Tehran.The research method used a semi-experimental design and the context of the effect of the upside-down teaching method on creative thinking, pre-test-post-test with a control group. The statistical population in this research included all fifth grade male students in district 4 of Tehran city. The sample of this research included 30 fifth grade male students of elementary school, 15 experimental groups and 15 control groups, who were selected by available sampling method. The instrument of data collection in this research was Torrance's standard creativity questionnaire (1979). In this research, in order to analyze the data using descriptive statistics and inferential statistics, considering that the measurement scale is interval and with the presumption of normality of the data, parametric statistics and considering that the data is continuous, statistical test dependent t and analysis of variance (one-way ANOVA) are used.

Reverse learning improves the fluidity, flexibility, expansion and creative thinking of students.

Reverse learning is a type of active learning and it leads to students' thinking fluidity with different educational methods. Students actively participate in learning and creating knowledge and continue to test and evaluate their knowledge.​

The purpose of this research was to study the effect of critical thinking and creative thinking on learning self-regulation with the mediation of emotional intelligence.

The present research method was applied in terms of objective, quantitative in nature, and descriptive in terms of correlation type (structural equation model). The statistical population of the research was all the students of the second year of elementary school in the 2nd district of Ardabil in the academic year of 2022-2023, whose number was about 13500, and 374 of them were selected as a statistical sample using stratified random sampling. The data collection tools were the Rajaee's Critical Thinking Questionnaire, the Welch and McDowall's Creative Thinking Questionnaire, the Schutte et al.'s Emotional Intelligence Questionnaire, and the Bouffard et al.'s Self-Regulated Learning Questionnaire.

The findings indicated that all the absolute, comparative and parsimonious indicators of the model are favorable and critical thinking and creative thinking can have an effect on self-regulation learning both directly and indirectly by considering the mediating role of emotional intelligence (p<0.05).

Finally, it is suggested to draw the attention of families and schools to strengthening critical thinking and creative thinking. Also, with the development of emotional intelligence in students under the format of codified and continuous programs, he took a step towards increasing their self-regulation learning.

Institutionalizing the culture of study and fostering literary creativity, as well as providing positive motivation through awards, not only contribute to socialization, knowledge enrichment, and the development of individual and social personality, but also play a crucial role in advancing the material and spiritual accomplishments of civilizations. The current research addressed key inquiries through a qualitative approach and the utilization of data-driven research methods (grounded theory) to explore the significant functions of literary awards within Iranian society. What are the primary benefits and drawbacks of hosting such awards? What strategies and remedies can be implemented to attain these accolades? To address these queries, an in-depth interview was conducted with over 30 individuals involved in the administration of literary awards or who have been recipients of such awards in previous cycles, as well as scholars specializing in critical and analytical literary works. In addition to documentary sources, the data collected was analyzed through open and axial coding, leading to theoretical saturation by the 10th interviewee. The findings revealed that deficiencies in policy formulation, planning, reliance or autonomy, and the consistency of award ceremonies and literary festivals significantly impact the institutionalization and effectiveness of these accolades. The primary functions of literary awards include enhancing the quantity and quality of creative outputs, expanding knowledge, fostering social interactions, creating platforms for discourse and critique, stimulating demand and accountability, raising awareness, and promoting a culture of reading. Trust in festivals and awards is a pivotal factor that can bolster their growth and influence,

Curriculum design in a traditional way (subject-oriented) is associated with many shortcomings and problems. For example, neglecting the personality, needs and desires of learners, non-compliance with the realities of individual life, and discontinuity of various parts of the curriculum can be mentioned. These programs teach subjects that are separate and cause students to feel irrelevant, futile and sometimes even confused. Therefore, the topic of integration has been raised in the field of curriculum in recent decades with more frequency and intensity, and as a new variable, it has placed new horizons in the path of evolution and change of the curriculum paradigm, and has added to the theoretical and practical complexities of the field. The present research was conducted with the aim of presenting a consolidated curriculum model for the development of creative thinking in secondary school students. Based on the findings of the research, the concepts that were emphasized by curriculum experts and teachers according to the four dimensions of the model. It seems that the model designed in the four dimensions of goal, content, learning and evaluation activities in the second year of high school, according to the results of a systematic review of specialized sources and texts as well as qualitative content analysis, has efficiency and effectiveness and has already To have a suitable vision for cultivating creative thinking in secondary schools.

The overall purpose of the present study was to design and validate a mathematics education model based on multiple solutions to develop creative thinking in high school students using a mixed exploratory research approach. In the qualitative section, the statistical population consisted of experts, experts and teachers of mathematics, 12 people were selected by purposive non-random sampling. Data collection tools were in-depth and semi-structured interviews based on the foundation data approach. Delphi technique was used to analyze the data, survey method was used for validity by the interviewees and retest reliability methods were used to calculate the reliability.Qualitative data analysis identified 16 themes. Among the themes, the main themes of selective procedure include solution of non routine problems (open - ended), multiple solution tasks and problem posing. In the quantitative part, to confirm the conceptual model, confirmatory factor analysis was used using Smart PLS software. The results showed that the degree of fit of the measurement model indices was optimal.