خلاقیت

The aim of the present study was to examine the teaching of philosophy and its role in the creativity and artistic thinking of upper elementary students. The research approach was quantitative, and the research method was quasi-experimental, including pre-test, post-test, and control group. The statistical population included all sixth-grade female students in District 4 of Qom city who were studying in the academic year 1402-1401. The statistical sample consisted of two classes: one class taught using a specific method (experimental group: 30 students) and another class taught using traditional methods (control group: 30 students), subjected to the Shapiro–Wilk and Levene's tests. Convenience sampling was used to select the statistical sample. Research data were analyzed at both descriptive and inferential levels using SPSS software version 23. The results showed that teaching philosophy in upper elementary schools led to the improvement of three dimensions of artistic creativity, namely curiosity and courage, modeling and ideation, and students' innovation. However, no such effect was observed for the dimension of imagination and aesthetics. Additionally, the levels of students' artistic thinking dimensions, including artistic precision, artistic questioning, self-expression and artistic attitude, utilization of imagination, innovation, and artistic creativity, were enhanced following philosophy instruction. The results of the main hypothesis test indicated that teaching philosophy in upper elementary schools leads to the improvement of students' creativity and artistic thinking.

In terms of purpose, the present research was applied, and in terms of the method of data collection, it was a survey and a descriptive research method. The statistical population in the current study was all the managers of the first secondary school in Qazvin city district in the academic year 1402-1403. According to the official statistics of education, the statistical population of administrators was 30 people, and due to the limited number, the whole number method was used. The research tools were the standard self-concept questionnaires of Lambard and Mann (2006) and the standard creativity questionnaire of Lee et al. (2014). Cronbach's alpha coefficient was calculated as 0.89 for the self-concept questionnaire and 0.849 for the creativity questionnaire. The results of the research showed that there is a significant relationship between the self-concept and the creativity of the principals of the first year secondary schools in Qazvin district. Also, changes in the variable of self-concept have a direct relationship with creativity, creativity increases by 1.484 for one unit increase in self-concept. As a result, positive self-concept increases manager’s creativity

psychological empowerment. The statistical population of this research was formed by all the elementary school teachers of Miami city in the academic year of 1402-1403, whose number was estimated to be around 300. To select the research sample from the sampling method using the number of 165 distributed questionnaires, after discarding invalid and incomplete questionnaires, 148 questionnaires were analyzed and analyzed. To collect data, three Rafferty and Griffin (2004) Transformational Leadership Questionnaires, Coalho Creativity Questionnaire (2011), and Spritzer and Mishra (1997) Empowerment Questionnaire were used. To check the hypotheses of the research, the method of structural equation modeling using a partial square has been used. SPSS23 and Smart-PLS 3.2.8 software were used for data analysis in the present study. The findings of the research showed that transformational leadership has a positive and significant effect on the creativity and psychological empowerment of elementary school teachers in Miami. Also, psychological empowerment has a positive and significant effect on teachers' creativity, and the mediating role of psychological empowerment in the relationship between transformational leadership and creativity was confirmed. Key words: empowerment, creativity, transformational leadership style, primary school teachers

The aim of the study is to design a model for the development of creativity in primary school students in Tehran. The research method is applied in terms of its objective, qualitative in terms of data type, and a systematic grounded theory (paradigmatic) approach in nature. The target population of the study includes experts in the fields of educational sciences and psychology. Using a purposive sampling method of the theoretical type and based on theoretical saturation, 15 experts were selected for interviews. The research instrument was a semi-structured interview, during which the dimensions, components, and indicators of the model for developing creativity in Tehran’s primary school students were outlined. Initially, in-depth interviews with the experts were conducted to develop the interview form. Subsequently, open coding was used to extract the indicators, which were categorized into components and indicators using axial coding. The identified components and indicators were then sent to 15 experts for further analysis through selective coding, interviews, and brainstorming sessions. Consequently, the model was finalized with 5 dimensions, 16 components, and 102 indicators for fostering creativity in primary school students. After final validation and prioritization by the experts, the dimensions, components, and structural indicators of the model were drawn and revalidated by the experts.

The purpose of this study was to study the effect of origami-based learning and functional test on the creativity and self-esteem of elementary school students with learning disabilities in Ardel city.

This research is a semi-experimental study including two stages of pre-test and post-test and in two experimental and control groups. The statistical population includes sixth grade male students with learning disabilities in Ardel city, a sample of 30 qualified volunteers was selected by purposive sampling without placement and in two experimental and control groups, taking into account the conditions of homogeneity based on their demographic characteristics. Is. Torrance form B questionnaire and Smith self-esteem questionnaire were used as research tools. The content validity of both questionnaires has been confirmed by 10 psychometric experts and psychology professors. Cronbach's alpha method (using SPSS software) was used to measure the reliability, and the reliability of the Torrance Form B questionnaire was 0.69 and the reliability of the Cooper self-esteem questionnaire was 0.91. The assumption of the covariance analysis model with the maximum significance level of 0.05 was done with SPSS software.

The results of the analysis of covariance show that the effects of learning origami on creativity (P=0.011) and self-esteem (P=0.0001) have increased significantly.

Origami training and its learning among elementary school boys with learning disabilities can affect creativity and self-esteem and increase students' attention and concentration in answering the questions of attention and concentration tests and increase their performance.

The teaching styles that teachers choose are influenced by various factors. Therefore, the aim of ‎the present ‎research is to investigate the relationship between knowledge management and information-‎seeking ‎behavior with the preferred teaching style of elementary school teachers in the city of Sanandaj, ‎considering ‎the mediating role of teacher creativity‏.‏

The present study employs a descriptive-correlational research design using the structural equation modeling ‎method. ‎Statistical population for this research consists of all elementary school teachers in the city of ‎Sanandaj who ‎were active during the 2023-2024 academic year, totaling 1672 individuals according to ‎available ‎statistics. A sample size of 300 was determined using the convenience sampling method. ‎Participants ‎responded to the Knowledge Management Questionnaire by Probst et al. (2000), the Abedi ‎Creativity ‎Questionnaire (1986), the Information Behavior Questionnaire by Hsu et al. (2009), and the ‎Preferred ‎Teaching Style Questionnaire by Moosapour (1998). For data analysis, correlation coefficients ‎and ‎structural equations were utilized using SPSS and Lisrel software‎.

The research findings indicate that knowledge management and information-seeking behavior have ‎‎a notable  relationships with creativity and preferred teaching styles. Additionally, creativity also has a ‎‎significant relationship with preferred teaching styles. Moreover, creativity plays a mediating role between ‎‎knowledge management and preferred teaching styles, as well as between information-seeking behavior and ‎‎preferred teaching styles. The research also demonstrates a good fit‏ .

Knowledge management and information-seeking behavior, by providing knowledge and ‎informational ‎resources, lead to greater access to new and creative ideas in teaching and enhance teachers' ‎inclination ‎towards using student-centered teaching styles.

Creativity is an important human need and plays a role in all aspects of human life. Creativity is a wide-ranging transformation and leap in human thought. Creativity is a great human need in all dimensions of lifestyle. The main purpose of the current research was to investigate the effect of teaching positive thinking skills and its components in fostering students' creativity based on the life of Masoomin. This research is in the field of applied research in terms of goal and correlational in terms of research method. The statistical population of the research is made up of 1053 students studying in secondary boys' schools of Sari city, of which 208 were selected as the research sample by random cluster sampling. Data collection tools included standard questionnaires. Form and content validity were used to measure the research tools and the validity of the questionnaires was evaluated as good. Cronbach's alpha coefficient was used to determine reliability and it was confirmed. In order to analyze the data, structural equation technique was used using SMART PLS 3 statistical software and Spss statistical software. The findings of the research showed that positive thinking and its components have a positive effect on the development of students' creativity based on the life of Masoomin.

Personality types significantly influence creativity and emotional intelligence, playing a crucial role in enhancing individual performance and creating new career opportunities. The aim of this study was to examine the relationship between personality types, creativity, and emotional intelligence among employees of the Department of Education, District 1 of Bandar Abbas.research methodology This descriptive-correlational and applied research surveyed a population of 893 employees from the Department of Education, District 1, Bandar Abbas. Based on Morgan’s table, 265 participants were selected through simple random sampling. Data were collected using standardized questionnaires: Costa's Personality Type Inventory (1962), Zhou and George’s Creativity Scale (2001), and the Bar-On Emotional Intelligence Inventory. The content validity of the questionnaires was confirmed by experts, and their reliability was assessed using Cronbach’s alpha, yielding coefficients of 0.84 for personality types, 0.92 for creativity, and 0.86 for emotional intelligence. Data analysis was conducted using SPSS software and statistical methods including Pearson correlation and stepwise regression.

The results indicated a significant relationship between personality types and creativity (r = 0.470, p < 0.05) as well as between personality types and emotional intelligence (r = 0.510, p < 0.05). Additionally, personality types predicted 48% of the variance in creativity and emotional intelligence.

This study demonstrates that personality types have a direct influence on creativity and emotional intelligence and can be considered a critical factor in predicting and improving these traits in work environments.

One of the most critical aspects of children’s education is cultivating their minds and fostering their ability to think critically and distinguish right from wrong. Furthermore, one of the responsibilities of both the family and the state concerning children is to provide an environment for their spiritual development. Nurturing thinking and creativity in education aims to create the conditions for a profound, comprehensive, systematic, holistic, and future-oriented transformation rooted in revealed teachings and Islamic knowledge while aligning with Islamic-Iranian culture. Based on the Fundamental Reform Document of Education, this study explores the foundations of cultivating thinking and creativity in children.

 The research method is qualitative, employing thematic analysis. The analytical community in this study consists of written documents and records of the education system in the Islamic Republic of Iran, including the theoretical framework of the Fundamental Reform Document of Education. Data analysis was conducted through coding using MAXQDA12 software, followed by qualitative content analysis to present a conceptual model.

The findings indicate that in Islamic philosophy, which underpins the Fundamental Reform Document of Education, the ontological foundations of thinking focus on unity, the capacity to be guided, the cause-and-effect system, and the coherence of the universe. The anthropological foundations emphasize the pursuit of perfection, justice, freedom, and human identity. The epistemological foundations center on the quest for knowledge, understanding one’s and others’ situations, reasoning, thinking, and awareness of the limitations of human cognition in nurturing thinking. The axiological foundations focus on the goodness of actions and agents, true human freedom, and the love of beauty. The cultivation of thinking and creativity in Islamic philosophy and in the Fundamental Reform Document is built upon these principles.

Based on the findings, the conclusion is that in the Islamic education system, developing students' creativity should be based on the established principles

Mulla Sadra's opinion about time is very useful for discussing "time" as one of the six elements of movement. Distance, movement and time return to a single entity through rational analysis. This point plays an effective role in explaining the issue of time. Timeliness of education should not be confused with its origin and end. The purpose of this article is to recognize and analyze the time in the emergence of creativity in human educational movement based on various stages of development.

The research method in this research is descriptive and analytical, and its contents are collected in a library and using internet resources.

Puberty is one of the most important stages of growth and is very precious in the educational system of Islam. In the period of moderation, a person is at the end of the fluctuations and emotions of maturity and is at the beginning of the path in which stability appears in his life. In the period of promotion, a proper context is provided for wiser decisions. From an intellectual point of view, the period of old age is the stage of fruitfulness. For every development and evolution, there is an optimal speed that should avoid shortening the time of some stages; Also, too much speed and far from ability, makes the education process empty of fertility and depth.

According to religious evidence, the meaning of education is to become lord and to make a person lord, which includes all stages of life. The best stage of education in terms of time is when the spiritual characteristics have not yet been institutionalized and rooted in human existence, which is the initial period of maturity and the ultimate period of elevation. The stage of final weakness is not a suitable stage for making changes in a person and his education. Intellectual maturity is not synonymous with having knowledge. Maturity of intellect means that a person is sharp in recognizing injustices and piety in actions, and is steadfast in avoiding injustices and following piety.

The present research has been carried out with the aim of identifying and prioritizing barriers to creativity. In this research, in order to identify the barriers to creativity in Payam Noor University, prioritization of barriers to creativity from ideation stage to achievement of results was investigated and then ranked in the second stage.

Method/Approach:

 In this research, according to the research environment and the creation of a local model to create obstacles in the university environment, a quantitative and qualitative approach was used in a mixed method. In a small part of the interview method, non-random and judgmental and specifically purposeful snowball sampling was used. What plays a decisive role in determining the sample size in qualitative research is the principle of saturation. Continue collecting data until new categories and topics are reached, and when data saturation is reached, there is no need to increase the number of sampled individuals. Then, by conducting an interview with the group of experts and identifying the research components, it was evaluated and ranked using the two-stage fuzzy Delphi method.

In this research, the interview is of a semi-structured type, where all the people were asked the same questions, and after coding and classifying the answers, 26 basic components were identified. In the first step, after the scoring of the expert group, 4 items should be removed from the research process. In the second stage of this repetition process, 4 more items were removed again. And finally, 16 final components were determined as effective factors in the creativity of Payam Noor University students.

The value/correctness of the research:

 in addition to discovering local factors in creating obstacles to reduce creativity, appropriate solutions for managers and officials should be identified. Helping in the process of implementing laws by various departments to approve expert approvals. In this research, the factor of attracting creative people in knowledge-based centers has been ranked first and helping to establish creative people in the creation of start-ups has been ranked second.

The main aim of this study was to investigate the effect size of variables related to the creativity of Iranian teachers.

This study is a meta-analysis type. Using internal databases, all research reports from 1390 to 1402 were searched and 32 documents related to the subject were found from those databases. After that, 21 researches were selected and included in the meta-analysis process. For this purpose, CMA.2 software was used.

The results of this study show that the average overall effect size for the fixed effects model is 0.419 and for the random effects model is 0.427, both of which are significant at the 0.000 level. Therefore, the average effect size of the present study can be interpreted as the medium to high effect size of creativity.

According to the findings of the research, among the factors related to teachers' creativity, the highest effect size and significant relationship with creativity of Iranian teachers are respectively related to the variable of spiritual intelligence (1.071), organizational atmosphere (0.968), classroom management (0.733) and Spiritual health was (0.682). The other variables had a smaller effect size with creativity.

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 purpose of this research was to investigate the relationship between marital satisfaction of parents with physical disabilities and mental health and creativity of their children. The research method is a correlational design which conducted in a sample of 140 couples with physical-motor injuries. Statistical population was the couples with physical disabilities who had children. Participants were selected by convenience sampling method in 2017-2018. In order to collect data, questionnaires include Couple Satisfaction (AMSS), Children Behavior Checklist (CBCL) and Abedi Creativity Test (ACT) were used. SPSS version 26 was used to analyze the data. In order to analyze the data, the Pearson correlation coefficient and multiple regressions was also used to predict the criterion variables based on the predictor variables. The results of the analysis showed that there is a positive and significant relationship between parental satisfactions, child mental health and child creativity. Also, couple marital satisfaction predicts mental health, and creativity. According to the findings, it can be said that by providing conditions for increasing marital satisfaction of disabled parents, creativity, and general health of students will increase

The present research was conducted with the aim of analyzing the content of second cycle primary school science textbooks based on Plesk's model of creativity. It was an applied research in terms of method, and in terms of data collection, it was a descriptive study with quantitative content analysis design. The research population consisted of the science textbooks of the second cycle of primary school in the academic year 1400-1401. The entire content of three textbooks was examined as the sample. The research tool was Plesk's Creativity Content Analysis Checklist (2008), based on which creativity was analyzed in terms of the three components, including the principle of attention, escape, and mobility. To check the validity of the tool, the opinions of the professors of the department of curriculum planning in Tabriz University were used. They confirmed the content and form validity of the checklist. To determine the reliability of the tool, Scott's coefficient of agreement was used, which was computed as 0.86. Descriptive statistics and Shannon's entropy were used to analyze the data. The results showed that the reflection of the attention-grabbing component with an importance coefficient of 0.346 was in the first place, and the purposeful observation component with an importance coefficient of 0.340 was in the second place. Also, the concept extraction component was in the third place with an importance coefficient of 0.314. As far as the principle of escape is concerned, the reflection of the replacement component with an importance coefficient of 0.168 was in the first place, the combination component with an importance coefficient of 0.167 was in the second place, and the attention to the detail component with an importance coefficient of 0.152 was in the third place. Also, the diminution component with an importance coefficient of 0.143 was ranked as fourth; the flexibility component with an importance coefficient of 0.140 was ranked as fifth, the evaluation component with an importance coefficient of 0.132 was in the sixth place, the amplification component with an importance coefficient of 0.097 was ranked as seventh and the inversion and magnification with an importance coefficient of 0 was ranked as eighth, in terms of importance. Also, as far as the principle of mobility is concerned, the reflection of the component of application in practice in the fourth grade with an importance coefficient of 0.431 was in the first place, in the sixth grade with an importance coefficient of 0.342, it was in the second place and in the fifth grade with an importance coefficient of 0.227, it was in the third place.  Based on the results, it can be concluded that attention to the components of extracting concepts in the principle of attention, inversion and magnification components in the principle of escape and also attention to the principle of mobility is not optimal, and the designers of the second cycle primary school experimental science curriculum should pay special attention to these components to increase the students' creativity.

The present study was conducted with the aim of investigating the effect of music on the creativity and academic achievement of elementary school students in a comparative- causal method.

The statistical population of the research included all students in music classes in Shiraz city in 2022, who were selected purposefully. In this regard, 50 elementary school students in Shiraz who had received music training were selected with 50 students who were matched based on gender and educational level and did not receive music training. In the research, two tools including the Torrance Creativity Scale (1974) and the mathematical test made by the researcher were used. The validity and reliability of the instruments were checked and SPSS software (version 24) was used for data analysis.

The findings showed that there is a significant difference in creativity and its dimensions in favor of students who have received music training. In terms of group and gender interaction, no significant difference was observed. Also, in examining the difference between the dimensions of creativity in students who have received music training, the results showed that the dimension of fluency had the highest average and the dimension of originality showed the lowest average. Also, no significant difference was observed in students' math score based on group, gender, group interaction and gender.

The present study was a confirmation of the role of music education in developing students' creativity. Order, coordination, fluency and the power of innovation, accuracy and attention in dealing with music are factors that play an important role in fostering creativity, and it seems that the attention of planners and teachers is necessary.

The purpose of the current research is to present a model for improving students' creativity with an emphasis on the flipped learning approach.

The present research is a mixed exploratory type (qualitative-quantitative). This research has two parts: qualitative and quantitative. The statistical population of the qualitative part was university experts in the field of educational sciences and education experts, which was conducted by using purposeful sampling and based on the principle of theoretical saturation with a number of 10 experts. In the quantitative section, the statistical population included school principals and teachers of Tehran province in the number of 1929 people, of which 303 people were selected using the Karajesi and Morgan table and stratified random sampling method. The tool used in the qualitative part was a semi-structured interview and in the quantitative part a researcher-made questionnaire. The reliability coefficient was confirmed using Cronbach's alpha test. SPSS and LISREL software were used to analyze the data in the qualitative part of the theme analysis approach and in the quantitative part of the structural equation modeling method.

The results showed that 82% of the model for promoting students' creativity with emphasis on the reverse learning approach includes: 1. Individual factors, 2. Environmental factors, 3. Institutional factors, 4. Organizational and sub-factors, including: 1. Recruiting students, 2. Development of learning, 3. Establishment of learning, 4. Assessment of learning performance is dependent.

According to the obtained results, it was suggested that the education and training organization should act step-by-step and gradually according to a road map and a long-term strategic plan in order to realize these categories. In general, it can be said that having a paradigmatic approach with a local and regional perspective also helps to improve students' creativity by emphasizing the reverse learning approach.

The current research was conducted with the aim of designing a model of factors influencing the formation of creative schools in the education system using a qualitative research synthesis approach. The current research was conducted in the framework of a qualitative approach and using the seven-step approach of Sandelowski and Barroso (2007). The statistical population under study includes all Persian and English researches and studies published in the field of creative schools between 1385 and 1402. In this regard, the keywords related to the purpose of the research were searched and the articles and documents obtained were examined using the purposeful sampling method and according to the acceptance criteria, and finally 27 articles that met the inclusion criteria were analyzed using the three-stage coding method (open, central, selective) by MaxQDA 2020 software. Based on the results of data analysis, 159 open codes were identified for data collection, which were categorized into 5 main categories and 12 subcategories. The results showed that individual factors (teachers' behavioral characteristics, teachers' educational characteristics and students' characteristics), managerial factors (leadership style, school structure, school culture and school atmosphere), educational factors (creative teaching method and creative curriculum), physical factors (school physical facilities and school architecture) and factors Social (family factors) play an essential role in the formation of a creative school.

Creativity is a very important characteristic of managers in dealing with management challenges, which can lead them beyond the usual procedures to create new solutions. Creativity is more important in the development of the resistance economy of our country, which is facing many challenges. The purpose of this research is to identify the creative solutions of executive managers in government organizations facing the challenges of implementing and developing the resistance economy. The qualitative research approach is based on the phenomenology method. The research community includes all managers of the executive field of government organizations, 17 of them were selected based on the purposeful sampling method and the snowball method until the theoretical data saturation was reached. Data collection was done using a semi-structured interview and data analysis was done based on thematic analysis method and the use of MaxQuda software version 16. The results of the research can be directly used by the executive managers of the country, especially young managers in the field of the country's economy.

The current research was conducted with the aim of determining the effectiveness of chess education in developing spatial visualization intelligence and creativity of preschool children in Helilan city. The research method in this research was a semi-experimental research method of pre-test-post-test type with a control group in terms of practical purpose and in terms of the nature and method of data collection. The statistical population included all preschool children of Helilan city in the number of 842 people, 40 people were selected based on the available sampling method and were randomly divided into two groups of 20 people, control and experimental, the experimental group received the chess educational package for children. He received the duration of 12 sessions consecutively and three sessions a week for 45 minutes. Nd. But the control group did not receive any special training. In this research, two standard questionnaires were used for data collection: Torrance Visual Creativity Test (Form B) and Raven Children's Test (1938). In order to analyze the data, two levels of descriptive statistics (prevalence, mean and standard deviation) and inferential statistics (Shapiro test, Lone test, covariance analysis test) were performed in spss software. The results of the findings showed that chess training has an effect on the development of spatial visualization intelligence (F=307.23 and P<.001) and creativity (F=712.45 and P<.001) of preschool children.