Advances in Cognitive Sciences

fa تبیین الگوی خلاقیت بر اساس هیجان اندیشه با میانجی‌گری هوش تجربی در دانش‌آموزان Investigating the relationship between thought emotion and creativity with the mediating role of experimental intelligence among students روان شناسی شناختی پژوهشي اصیل Research مقدمه: پرورش خلاقیت یکی از اهداف اساسی هر نظام آموزشی است که یکی از متغیرهای مرتبط با خلاقیت، هیجان اندیشه است. هدف مطالعه حاضر تبیین الگوی خلاقیت بر اساس هیجان اندیشه با میانجی‌گری هوش تجربی در دانش‌آموزان متوسطه دوم بود. روش کار: روش پژوهش حاضر، توصیفی_همبستگی از نوع مدلیابی معادلات ساختاری بود. جامعه آماری پژوهش حاضر شامل تمامی دانش‌آموزان دختر و پسر دوره دوم متوسطه شهر رشت که در سال تحصیلی 98-97 در مدارس دولتی مشغول به تحصیل (به تعداد 1000 نفر) بود. 249 نفر بر اساس روش نمونه‌گیری خوشه‌ای تصادفی چند مرحله‌ای، به عنوان نمونه انتخاب شدند. جهت جمعآوری داده‌ها از پرسشنامههای سنجش خلاقیت، هیجان اندیشه و آزمون مکعب‌های Kohs استفاده شد. تجزیه و تحلیل داده‌ها با استفاده از روش مدل‌یابی معادلات ساختاری در نرم‌افزار AMOS-23 انجام شد. یافته‌ها: نتایج نشان داد خلاقیت با همه متغیرها دارای ضریب همبستگی مثبت و معنادار است. هوش تجربی نیز با همه متغیرهای هیجان اندیشه بجز متغیر جنب‌وجوش رابطه معنادار دارد (01/0P<). نتایج تحلیل مدل نشان داد که هوش تجربی در رابطه بین هیجان اندیشه با خلاقیت به صورت جزئی نقش میانجی دارد (001/0P<). نتیجه‌گیری: هوش تجربی رابطه بین هیجان اندیشه و خلاقیت را به صورت جزئی میانجی‌گری نمود. در نتیجه می‌توان در دانش‌آموزان با پرورش خلاقیت در مدرسه هوش تجربی آنها را ارتقا داد که این امر خود منجر به هیجان اندیشه بیشتر می‌شود. Introduction The course of studies related to creativity has been increasing and expanding in recent decades. Fostering creativity is one of the primary goals of any educational system at any stage. In addition, creativity is a kind of problem-solving and creating a product, idea or solution to a new and of course valuable problem for the individual or society. One of the variables related to creativity is the excitement of thought. Human beings, while being rational beings, also have emotional qualities that have made them emotional beings. The theory of thought was first introduced in the United Kingdom (UK) in 2007 and has since been developed in other international forums. This theory pays attention to the integrated nature of the emotional and cognitive domains of creativity and considers the process of creativity as the result of the existence of interconnected cognitive and emotional transformations. In another part of this study, which examines the relationship between intelligence and creativity, threshold theory is widely discussed. According to this theory, an average level of intelligence is necessary for creativity, but there is no correlation between intelligence and creativity when the IQ is above 120, and in fact, the intelligence quotient (IQ) is 120 points. Following Gardner's theory of multiple intelligences and the theory of thresholds and research on the relationship between creativity and intelligence and the idea of emotion, it seems that the quality and quantity of creativity influenced by the emotion of thought to create creativity in science students have a direct and indirect effect on empirical intelligence. Accordingly, due to the lack of systematic research in this field in Iranian society, the present study examines this process in the framework of a causal model, and the main issue and purpose of the research are whether the emotion of thought can be a predictor of creativity in Iranian students. Therefore, this study aimed to explain the pattern of creativity based on thought emotion mediated by experimental intelligence in high school students (level 2). Methods The method of the present study was descriptive-correlational modeling of structural equations. The statistical population includes all high school girls and boys in the second district of Rasht who were studying in public schools in the 2018-2019 academic years. The number of students was 1000, of which 400 were girls, and 600 were boys. The sample size was estimated to be 249 people using Krejcie and Morgan's table. Based on the multi-stage random cluster sampling method, 109 female students and 140 male students were selected. The method of conducting the research was that after receiving a letter of introduction from the university where they were studying, they were referred to the General Department of Education of Rasht (Department of Education of District 2). The number of girls’ schools in this area was seven and the number of boys' schools was nine. By chance, three girls' schools and five boys' schools were selected, of which 20 classes were selected. Samples were selected based on the multi-stage cluster sampling method, and then questionnaires were distributed. Inclusion criteria included a second-year high school student in Rasht in 2018-2019 and willingness to participate in the study, and exclusion criteria included not completing the questionnaires. The research data were analyzed using descriptive tests, including mean, standard deviation, standard error, frequency table,  correlation coefficient, and in the inferential part of the structural equation modeling test with AMOS-23 software. Results The results showed that creativity with all variables has a positive and significant correlation coefficient. Experimental intelligence also has a significant relationship with all thought emotion variables except the emotion variable (P<0.01). The results of the model analysis showed that empirical intelligence has a mediating role in the relationship between thought excitement and creativity (P<0.001). Table 1 shows the direct and indirect standard effects of the leading research variables. The results of Table 1 showed that there is a significant relationship between the structure of thrill of the thought with experimental intelligence and creativity as well as experimental intelligence with creativity. Also, the indirect coefficient of thought excitement on creativity through the mediating structure of experimental intelligence is significant. Table 1. Effects of direct and indirect standard and general main variables of research   <table align="center" border="1" cellpadding="0" cellspacing="0" dir="rtl" style="width:640px;" width="640"> <tbody> <tr> <td style="width:111px;height:34px;">Total effect</td> <td style="width:118px;height:34px;">Indirect effect</td> <td style="width:92px;height:34px;">Direct effect</td> <td style="width:172px;height:34px;">From the structure</td> <td style="width:147px;height:34px;">From the structure</td> </tr> <tr> <td style="width:111px;height:47px;">** 0.678</td> <td style="width:118px;height:47px;">Does not have</td> <td style="width:92px;height:47px;">** 0.678</td> <td style="width:172px;height:47px;">Experimental intelligence</td> <td style="width:147px;height:47px;">The Thrill of The Thought</td> </tr> <tr> <td style="width:111px;height:47px;">** 0.469</td> <td style="width:118px;height:47px;">* 0.215</td> <td style="width:92px;height:47px;">* 0.255</td> <td style="width:172px;height:47px;">Creativity</td> <td style="width:147px;height:47px;">The Thrill of The Thought</td> </tr> <tr> <td style="width:111px;height:46px;">* .0317</td> <td style="width:118px;height:46px;">Does not have</td> <td style="width:92px;height:46px;">* .0317</td> <td style="width:172px;height:46px;">Creativity</td> <td style="width:147px;height:46px;">The experimental intelligence</td> </tr> </tbody> </table> <div style="clear:both;"></div>P<0.001 Conclusion Based on the results of this study, it should be noted that the creative process is due to cognitive and emotional changes. As researchers emphasize the experience of deep emotions among creative people, attention to the emotional characteristics of people when faced with the problem should be considered. Because wherever there is a problem, a decision is needed, and a choice is made, the excitement of the thought is expressed. Therefore, it is suggested that given that students have different abilities, recognizing these differences (type of intelligence, type of thought, and different emotions) helps to learn and nurture creative people. Educating teachers to pay attention to individual differences, which is the essential principle of the central justice of the education system, should be considered.   Ethical Considerations Compliance with ethical guidelines Some of the ethical considerations were: The subjects were pretty selected so that each community member was equally likely to be included in the sample. Informed consent was obtained from the subjects who participated in the study, and that they could refuse to continue at any step of the study. Ensure that information obtained from subjects is kept confidential and not disclosed. <pre> Authors’ contributions </pre> <pre> Contributions of all authors, the leading researcher, sub-researcher, correction, and review of the article are 100%.</pre>   <pre> Funding </pre> <pre> The personal expense has been used in conducting research or preparing an article.</pre>   Acknowledgments This article is extracted from the doctoral dissertation of Educational Psychology in the Islamic Azad University, Kerman Branch, which has been approved by the Research Council of this university with proposal code No. 457812845213. We thank from all the people who have collaborated in this research. Conflict of interest There is no conflict of interest in this study. خلاقیت, هیجان اندیشه, هوش تجربی, دانش‌آموزان Creativity, Thought excitement, Experimental intelligence, Students 53 65 http://icssjournal.ir/browse.php?a_code=A-10-1046-1&slc_lang=fa&sid=1 Narges Baghban نرگس باغبان 100319475328460012172 100319475328460012172 No PhD Student in Educational Psychology, Faculty of Literature and Humanities, Islamic Azad University, Kerman, Iran دانشجوی دکتری روان‌شناسی تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی، کرمان، ایران Alireza Manzari Tavakkoli2 Manzari Tavakkoli علیرضا منظری توکلی Manzari.v63@gmail.com 100319475328460012173 100319475328460012173 Yes PhD in Psychology, Department of Psychology, Faculty of Literature and Humanities, Islamic Azad University, Kerman, Iran دکتری روان‌شناسی، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی، کرمان، ایران Mahshid Tajrobehkar مهشید تجربه کار 100319475328460012174 100319475328460012174 No Assistant Professor, Department of Psychology, Faculty of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran استادیار، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان، کرمان، ایران Aman Allah Soltani امان اله سلطانی 100319475328460012175 100319475328460012175 No PhD in Psychology, Department of Psychology, Faculty of Literature and Humanities, Islamic Azad University, Kerman, Iran دکتری روان‌شناسی، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی، کرمان، ایران Zahra Zeinaddini Meymand زهرا زین‌الدینی میمند 100319475328460012176 100319475328460012176 No PhD in Psychology, Department of Psychology, Faculty of Literature and Humanities, Islamic Azad University, Kerman, Iran دکتری روان‌شناسی، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی، کرمان، ایران