نویسندگان:
محبوبه گومار1 ، مسعود قاسمی2 ، سوزان امامی پور3 .1دانشجوی دکتری، دانشکدۀ روانشناسی، گروه روانشناسی تربیتی، واحد تهران مرکز، دانشگاه آزاد اسلامی، تهران، ایران.
2استادیار، دانشکدۀ روانشناسی، گروه روانشناسی تربیتی، واحد تهران مرکز، دانشگاه آزاد اسلامی، تهران، ایران
3عضو هیات علمى گروه روانشناسی بالینی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
چکیده فارسی: هدف این پژوهش، مقایسۀ اثربخشی آموزش راهبردهای خودتنظیمی و مهارتهای حل مسئله بر ابعاد خلاقیت دانشآموزان دختر بود. پژوهش از نوع کاربردی به روش آزمایشی با طرح پیشآزمون، پسآزمون و با دورۀ پیگیری دوماهه انجام شد. جامعۀ آماری، تمامی دانشآموزان دختر دورۀ دوم متوسطۀ شهر همدان در سال تحصیلی ۱۴۰۴-۱۴۰۳ بود که به روش نمونهگیری خوشهای چندمرحلهای ۶۰ نفر از دانشآموزان انتخاب و در سه گروه، گمارش تصادفی شدند. گروه اول آموزش راهبردهای خودتنظیمی و گروه دوم مهارتهای حل مسئله را آموزش دیدند. گروه کنترل هیچگونه آموزشی دریافت نکردند. برای گردآوری دادهها از آزمون خلاقیت تصویری تورنس (برگۀ الف) استفاده شد. تحلیل دادهها با آزمون آماری اندازهگیری مکرر و آنوای دوعاملی آمیخته با نرمافزار SPSS24 صورت گرفت. یافتهها نشان داد که پیشآزمون خلاقیت با نمرات پسآزمون و پیگیری تفاوت معناداری داشت (05/0> P) و بین دو مداخله تفاوت معناداری وجود نداشت. اما اندازۀ اثر آنها متفاوت بود و خلاقیت هریک از گروههای آزمایش در پسآزمون و پیگیری با گروه کنترل تفاوت معنادار وجود داشت (05/0> P). آموزش مهارتهای حل مسئله در مرحلۀ پیگیری افزایش داشته و پایدارتر از آموزش راهبردهای خودتنظیمی است. با آموزش راهبردهای خودتنظیمی و مهارتهای حل مسئله، خلاقیت دانشآموزان را ارتقا بخشید.
Comparison of the Effectiveness of Training Self-regulation Strategies and Problem-solving Skills on Student Creativity
English Abstract: This study aims to compare the effectiveness of training self-regulation strategies and problem-solving skills on the creativity of senior high school girls. This is an applied experimental study with a pretest-posttest design and a two-month follow-up. The statistical population comprised the entire senior high school girl population in Hamedan city during the 2024-2025 academic year. Sixty students were selected through multistage cluster sampling and randomly assigned to three groups. The first group received training in self-regulation strategies, the second in problem-solving skills, and the third received no training. Data collection was carried out using the visual Torrance Tests of Creative Thinking (TTCT) (Form A). Data analysis was performed in SPSS 24, utilizing repeated measures ANOVA and mixed two-way ANOVA. Results indicated a significant difference between pretest and posttest creativity scores (P < 0.05). There was no significant difference between the two intervention groups, although the effect sizes were different. Additionally, a significant difference in creativity was observed between each experimental group and the control group during posttest and follow-up assessments (P < 0.05). Problem-solving training showed increased effectiveness over follow-ups and was more stable than self-regulation training. Overall, training in self-regulation strategies and problem-solving skills enhanced student creativity. Introduction Creativity is a most basic cognitive and psychological skill that is key to individual growth and the socioeconomic development of communities. In today’s ever-changing and fast-paced world, cultivating creativity is not merely a necessity for scientific and technological progress but also a most important tool for adapting to changes and new challenges in life. Numerous researchers have stressed that educational systems must cultivate learners who can accept responsibility for their own learning in addition to solving diverse problems to respond to the needs of the present era (Mohammadi et al., 2024; Bulut Etis & Actemis, 2024; Atashani & Afzalkhani, 2025). From a cognitive perspective, creativity is one of the most complex mental processes recognized by researchers as a multi-dimensional structure with cognitive-personality and social functions (Stolte, 2019). From this perspective, neglecting creative activities in children by the families and educational institutions can create a significant obstacle on the path of their innovative talents. Different theories have been presented to explain creativity. For instance, Torrance (2013) considers creativity as a personality phenomenon rooted in motivation, emotion, personal experiences, and problem-solving methods. He introduces creativity as a problem-solving process that includes the stages of problem identification, hypothesizing, evaluating, revision, and communicating results. In contrast, Guilford (2005) discussed creativity in the context of divergent thinking, introducing fluency of thought, flexibility, innovation, and elaboration as its core elements. Numerous studies at the national and international levels have shown a positive relationship between creativity and metacognitive strategies, self-regulated learning, and problem-solving skills (Rahimpour et al., 2023; Capron Pozo & Adrin, 2021; Jianzhen Etal, 2023; Amrayi, 2019; Niknam, 2020; Pishyar et al., 2023). Metacognition, as awareness of one’s cognitive process, provides the possibility of organization, internal control, increased self-confidence, achievement motivation, responsibility, and independence of action (Zosapova & Kazbekova, 2016; Aminpour & Zare, 2025). Therefore, training in self-regulation strategies and problem-solving skills can significantly enhance creativity. Methodology This study aimed to compare the effectiveness of training self-regulation strategies and problem-solving skills on the creativity of high school girls in Hamedan city. This study is fundamental-applied in purpose, with a pretest-posttest design in methodology, and a control group with a two-month follow-up. The statistical population comprised the entire senior high school girl population of Hamedan during the 2024-2025 academic year. Sixty students were selected through multistage cluster sampling and randomly assigned into two experimental groups (20 students each) and a control group (20 students). Torrance Tests of Creative Thinking (TTCT) was used for data collection, measuring fluency, originality, flexibility, and elaboration. The first experimental group received self-regulation strategies training in 10 sessions of 70 minutes each using the Sexton Model (1988). The second experimental group received problem-solving training in eight sessions of 70 minutes each using the Goldfried and Davidson (Siff, 2016) method. The control group received no intervention. The posttest was administered immediately after the intervention, and the follow-up test was administered two months later. Repeated measures ANOVA and mixed two-way ANOVA were employed for data analysis in SPSS 24. Results The findings showed a significant increase in mean creativity scores for both experimental groups (self-regulation strategies and problem-solving) after the intervention. No significant change was observed in the control group. In the follow-up stage, creativity declined slightly in the self-regulation group but remained higher than the pretest. An increase was observed in the problem-solving group, showing the stability effect of the intervention. The results of the statistical tests (Mauchly’s, repeated ANOVA, and Bonferroni) showed that the interventions were effective on creativity. An estimated 59% of creativity score variances was determined by the type of training (self-regulation or problem-solving). Although no significant differences were observed between the two experimental groups, both groups were significantly superior to the control group. Discussion and conclusion The results showed that training in self-regulatory strategies and problem-solving skills can effectively increase creativity in senior high school girls. This is consistent with the findings of previous studies (Fouladvand, 2023; Hosseini-Mashali, 2023; Mahmoudi & Bozorgmehr, 2022; Mai et al., 2020; Amrayi et al., 2019; Borgnori & Greif, 2020; Vigen Lee & Kua, 2019; Niknam, 2020). An explanation of the results shows that training in self-regulation strategies creates dynamism in the cognitive processes of students and increases their abilities to generate diverse new ideas. By consciously guiding learning, these strategies lead to further stability in the learned knowledge and its transfer to new situations (Keshavarzi et al., 2019; Mahmoudi & Bozorgmehr, 2022). Training problem-solving skills, on the other hand, strengthens creative thinking, successful experiences, and achievement motivation, thus leading to stable creativity. In effect, problem-solving and creativity are two close processes requiring divergent thinking and regenerating new solutions (Pishyar et al., 2023; Kashani-Vahid et al., 2021). Therefore, study findings show that the education system of Iran can include self-regulation and problem-solving skills in its curriculum as a positive step towards cultivating creativity in students. Such training can not only increase individual cognitive abilities in students, it can also lead to innovation and scientific progress at the macro level, as well as realize the objectives of the national resistance economy.