Wed, Apr 24, 2024
| فارسی
Volume 16, Issue 4 (Winter 2015)
Advances in Cognitive Sciences 2015, 16(4): 60-69 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Sharifian M H, Shahidi S, Fathabadi J, Saeedi Z. The Effect of Autonomy Supportive Teaching Style on Creativity in Preschoolers. Advances in Cognitive Sciences 2015; 16 (4) :60-69
URL: http://icssjournal.ir/article-1-263-en.html
URL: http://icssjournal.ir/article-1-263-en.html
1- PhD student of Educational Psychology, Shahid Beheshti University,Tehran,Iran.
2- Associate Professor, Shahid Beheshti University,Tehran,Iran.
3- PhD Student of Health Psychology, Tehran University,Tehran,Iran.
2- Associate Professor, Shahid Beheshti University,Tehran,Iran.
3- PhD Student of Health Psychology, Tehran University,Tehran,Iran.
Abstract: (2649 Views)
Introduction: With reference to the significance of self-determination theory in education, the present study was designed to investigate the effects of autonomy-supportive teaching style on creativity in preschoolers. Autonomy- supportive teachers versus control teachers, attempt to facilitate intrinsic motivation with their acts in the classroom and beyond.
Methods: The teaching style of teachers was examined using the Problems in School questionnaire (PIS). In addition, one hundred preschool students in four preschool centers in Tehran were assigned to four quasi-experimental groups over a 6 month period. Creativity was examined by Torrance Test of Creativity in Action and Movement (TCAM).
Results: According to our findings, participants in autonomy-supportive teaching style groups demonstrated higher creativity compare to the control group.
Conclusion: As hypothesized, the present study provided additional evidence on the effect of autonomy-supportive teaching style on educational achievements including the creativity capacity.
Methods: The teaching style of teachers was examined using the Problems in School questionnaire (PIS). In addition, one hundred preschool students in four preschool centers in Tehran were assigned to four quasi-experimental groups over a 6 month period. Creativity was examined by Torrance Test of Creativity in Action and Movement (TCAM).
Results: According to our findings, participants in autonomy-supportive teaching style groups demonstrated higher creativity compare to the control group.
Conclusion: As hypothesized, the present study provided additional evidence on the effect of autonomy-supportive teaching style on educational achievements including the creativity capacity.
Type of Study: Research |
Subject:
Special
Received: 2014/02/15 | Accepted: 2014/09/17 | Published: 2015/01/16
Received: 2014/02/15 | Accepted: 2014/09/17 | Published: 2015/01/16
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
