مقایسه اثربخشی آموزش به روش های ایده جویی(اسکمپر)، بارش مغزی و سنتی در تغییر سطح خودپنداره خلاق و باز بودن نسبت به تجربه
الموضوعات :عزت اله قدم پور 1 , زینب بیرانوند 2 , مهدی یوسف وند 3
1 - دانشیار روانشناسی عمومی، گروه روانشناسی دانشگاه لرستان، لرستان، ایران
2 - دانشجوی کارشناسی ارشد روانشناسی تربیتی دانشگاه لرستان، لرستان، ایران
3 - دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی دانشگاه لرستان، لرستان، ایران
الکلمات المفتاحية: روش بارش مغزی, واژگان کلیدی: روش ایده‌جویی, خودپنداره خلاق, بازبودن نسبت به تجربه‌ها,
ملخص المقالة :
مقدمه و هدف: هدف این پژوهش مقایسه اثربخشی آموزش به روش ایده‌جویی، بارش مغزی و سنتی در تغییر سطح خودپنداره خلاق و باز بودن نسبت تجربه‌ها در دانش‌آموزان دختر سال دوم متوسطه شهر خرم‌آباد بود. روش: در یک طرح نیمه‌آزمایشی 60 دانش‌آموز به روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب و به طور تصادفی در سه گروه جایگزین شدند. گروه‌های آزمایش به طور مجزا 15 جلسه با روش‌های ایده‌جویی و بارش مغزی و گروه کنترل با روش سنتی آموزش دیدند. همه گروه‌ها به پرسش‌نامه‌های خودپنداره خلاق کافمان و بائر(2004) و بازبودن نسبت به تجربه‌ها کوستا و مک کرا(1992) در مرحله پیش‌آزمون، پس‌آزمون و پیگیری 2 ماهه، پاسخ دادند. داده‌ها با روش تحلیل کوواریانس تحلیل شدند. نتایج: نتایج نشان داد در مرحله پس‌آزمون روش‌های ایده‌جویی و بارش مغزی باعث افزایش سطح خودپنداره خلاق و باز بودن نسبت تجربه‌ها شده است. در مرحله پیگیری اثر روش‌های ایده‌جویی و بارش مغزی در افزایش سطح خودپنداره خلاق و باز بودن نسبت تجربه‌ها تفاوت معنی‌داری نداشتند. نتیجه‌گیری: روش‌های ایده‌جویی و بارش مغزی در افزایش سطح خودپنداره خلاق و باز بودن نسبت تجربه‌ها مؤثر هستند و بهتر آن است که معلمان مقاطع متوسطه برای افزایش میزان خلاقیت و متغیرهای زیربنایی آن تا جایی که امکان دارد از روش‌هایی همانند ایده‌جویی و بارش مغزی استفاده کنند.
Asgari, M., Ahmadi Tahor Soltani, Mohsen. & Yalfani, M. (1393). The Effectiveness of Creative Education Training on the Creativity of Pre-Kind Students in Hamadan. Scientific Journal of Innovation and Creativity Research in Humanities, 3 (4), 35-54. . (In Persian).
Austin, E. J., Deary, I. J., & Gibson, G. J. (1997). Relationship between ability and personality: Three hypotheses tested. Intelligence, 25, 49-70.
Badri Gargari, R., & Kalavani, N. (1392). Effects idea Save (SCAMPER) on creative thinking and creativity. Abtkar female students in humanities disciplines of Engineering, Volume III, Number 2, Fall 92. (In Persian).
Batey, M., & Furnham. A. (2006). Creativity, intelligence, and personality: A critical review of the scattered literature. Genetic, Social and General Psychology Monographs, 132, 455-929.
Beck, E. C. (2008). Understanding Educational Change: A System Model Approach. Second North American Conference on the Learning Paradigm, p.109.
Brand, C., Egan, V., & Deary, I. J. (1993). Personality and general intelligence. In G. L. Van Heck, P. Bonaiuto, I. J. Deary, & W. Nowack (Eds.), Personality psychology in Europe (pp. 203-228). Tilburg University Press.
Brophy, D. R. (1998). Understanding, measuring, and enhancing collective creative problem solving efforts. Creativity Research Journal, 11 (3), 199-229.
Carayannis, E., & Coleman, J. (2005).Creative system design methodologies: the case of complex technical systems. Technovation, Volume 25, Issue 8, August 2005, Pages 831-840.
Chamorro-Premuzic, T., & Furnham, A. (2006). A possible model for understanding the personality-intelligence interface. British Journal of Psychology, 95, 249-264.
Chang, S. H., Wang, C. L., & Lee, J. C (2016).Do award-winning experiences benefit students' creative self-efficacy and creativity? The moderated mediation effects of perceived school support for creativity. Learning and Individual Differences, Volume 51, October 2016, Pages 291-298.
Cheng, P. J. (2017). Validation of A Brainstorming Tool “IDEATOR”, Procedia CIRP, Volume, 60, 2017, Pages 290-295.
Cheng, V. (2010). Tensions and dilemmas of teachers in creativity reform in a Chinese context. Thinking Skills and Creativity, 5, 120–137.
Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality Inventory and NEO Five-Factor Inventory professional manual. Odessa, FL: Psychological Assessment Resources, Odessa, FL.
DeYoung, C. G. (2006). Higher-order factors of the Big Five in a multiinformant sample. Journal of Personality and Social Psychology, 91, 1138-1151.
Emami Rizi, C., Najafipour, M., haghani, F., & Dehghan, S. (2013). The effect of the using the brainstorming method on the academic achievement of students in grade five in Tehran elementary schools, Procedia - Social and Behavioral Sciences, 83 ( 2013 ), 230 – 233.
Feist, G. J. (1998).A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 24, 290−309.
Folley, B. S., & Park, S. (2005). Verbal creativity and schizotypal personality in relation to prefrontal hemispheric laterality: A behavioral and near-infrared optical imaging study. Schizophrenia Research, 80 (2, 3), 271-282.
Furnham, A. (1996). The FIRO-B, the learning style questionnnaire, and the five-factor model. Journal of Social Behavior and Personality, 11, 285-299.
Furnham, A., & Yazdanpanahi, T. (1995). Personality differences and group versus individual brainstorming. Personality and Individual Differences, Volume 19, Issue 1, July 1995, Pages 73-80.
Gibson, C., Folley, B. S., & Park, S. (2009). Enhanced divergent thinking and creativity in musicians: A behavioral and near-infrared spectroscopy study. Brain and Cognition, 69, 162-169.
Gladding, S.T., & Henderson, D.A. (2000). Creativity and family counseling: The SCAMPER model as a template for promoting creative process. The Family Journal: Counseling and Therapy for Couples and Families, 8, 245–249.
Glen, R. (1997). SCAMPER for student creativity. Education Digest, 62, P 67-68.
Guilford, J. P. (1986). Creative talents: Their nature, uses and development. Buffalo, NY: Bearly.
Hall, R. H. & O'Donnell, A. M. (1996). Cognitive and Affective Outcomes of Learning from Knowledge Maps. Contemporary Psychologist, 21: 94-101.
Haqqani, F., Hamadani, Z., & Liaghatdar, M. (2011). Comparing the Effects of Cooperative learning versus lecture with a short Q & A on academic achievement in biology lesson planning Journal. Lecture, 30, 3-30. (Persian)
Harris, J. A., Vernon, P. A., & Jang, K. L. (1999). Intelligence and personality characteristics associated with accuracy in rating a cotwin’s personality. Personality and Individual Differences, 26, 85-97.
Hartley, K. A., Plucker, J. A., & Long, H. (2016).Creative self-concept and teacher ratings of student creativity in Chinese elementary classrooms.Thinking Skills and Creativity, Volume 22, December 2016, Pages 142-151.
Holland, D. C., Dollinger, S. J., Holland, C. J., & MacDonald, D. A. (1995). The relationship between psychometric intelligence and the five-factor model of personality in a rehabilitation sample. Journal of Clinical Psychology, 51, 79-88.
Jaiswal, N. K., & Dhar, R. L. (2015).Transformational leadership, innovation climate, creative self-efficacy and employee creativity: A multilevel study.International Journal of Hospitality Management, Volume 51, October 2015, Pages 30-41.
Jeong, Y., & Yoon, B. (2015). Development of patent roadmap based on technology SCAMPER roadmap by analyzing patterns of creativity and patent development. Technovation, Volumes 39–40, May–June 2015, Pages 37-52.
Karami Baghtifony, Z., & farokhi, N. A. (2014). Relations between latent variables modeling fluid intelligence, crystallized intelligence, openness to experience and speed of information processing with creativity. Quarterly Educational Measurement, fourth, sixteenth edition, the summer of 1393. (Persian).
Karen, T. (2009). Optimizing ICT Effectiveness in Instruction and Learning Multilevel Transformation Theory and a Pilot Project in Secondary Education, Journal of Computers & Education, 16: 24-55.
Kashani-Vahid, L., Afrooz, G., Shokoohi-Yekta, M., Kharrazi, K., Ghobari, B. (2017). Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students?Thinking Skills and Creativity, Volume 24, June 2017, Pages 175-185.
Kaufman, J. C., & Baer, J. (2004). Sure, I’m creative — but not in math. Self-reported creativity in diverse domains. Empirical Studies of the Arts, 22, 143-155.
Kim, K. H. (2005). Can only intelligent people be creative? A meta-analysis. Journal of Secondary Gifted Education, 16, 57-66.
Kim, K. H., Cramond, B., & VanTassel-Baska, J. (2010). The relationship between creativity and intelligence. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 395-412). New York, NY: Cambridge University Press.
Lee, Y., & Nelson, D. W. (2005). Viewing or Visualizing-Which Concept Map Strategy Works Best on Problem-solving Performance? British Journal of Educational Technology, 36: 193-203.
Majid, AB., Tan, D., & Soh, K. (2003). Enhancing Children’s Creativity: An exploratory study on using the internet and SCAMPER as creative writing tools. The Korean Journal of Thinking & Problem Solving, 13, 67-68.
Maseleno, A., Hardaker, G., Sabani, N., & Suhaili, N. (2016). Data on multicultural education and diagnostic information profiling: Culture, learning styles and creativity. Data in Brief, Volume 9, December 2016, Pages 1048-1051.
McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52, 1258-1265.
Mesrabadi, J., Hsininasb, SD., Fthiazar, A., & Moghaddam, M. (2007). The effectiveness of teaching strategies Learning concept mapping returns cognitive - emotional learning biology lesson Journal Psychology, University of Tabriz, 2 (8), 109-132.(persian).
Mittal. S., & Dhar, R. L. (2016). Effect of green transformational leadership on green creativity: A study of tourist hotels. Tourism Management, Volume 57, December 2016, Pages 118-127
Nazari, A. (2003). The study of idea of the effectiveness of secondary school students' creativity 2 regional high school in Arak. Ministry of Education, Institute of Education.
Nusbaum, E. C; Silvia, P. J. (2011). Are Intelligence and Creativity Really so Different? Fluid Intelligence, Executive Processes, and Strategy Use in Divergent Thinking. Intelligence, 39 (1), 36-45.
Ostovar, N., Gholamazad, S., & Mesrabadi, J. (2012). Influence students' training segmentation method Development groups on measures of cognitive, metacognitive and emotional learning mathematics, Journal, Educational Innovations, No. 41, 50-29. (Persian).
Papagiannaki, A., & Pnina, S. (2016). The contribution of creative art therapies to promoting mental health: Using Interpretative Phenomenological Analysis to study therapists’ understandings of working with self-stigmatisation. The Arts in Psychotherapy, Volume 50, September 2016, Pages 66-74.
Peng, J., Chen, Y., Xia, Y., & Ran, Y. (2017). Workplace loneliness, leader-member exchange and creativity: The cross-level moderating role of leader compassion. Personality and Individual Differences, Volume 104, January 2017, Pages 510-515.
Poon, J. C.Y., Au, A. C.Y., Tong, T. M.Y., & Lau, S. (2014).The feasibility of enhancement of knowledge and self-confidence in creativity: A pilot study of a three-hour SCAMPER workshop on secondary students. Thinking Skills and Creativity, Volume 14, December 2014, Pages 32-40.
Rahmanizadeh, S. A. (1395). Organizational factors affecting the promotion of creativity and innovation in the Voice and Television Organization. Scientific Journal of Innovation and Creativity Research in Humanities, 6 (3), pp. 1-34. . (In Persian).
Revels, O. H., & Terry, B. G. (1983). Effects of symbolic modeling procedures and model status on brainstorming behavior.Journal of School Psychology, Volume 21, Issue 4, winter 1983, Pages 311-318.
Richard, P. M., Dennis, M., Vicki S. E., Nancy, L. J., & Deborah, J. H. (2004). Brainstorming and task performance in groups constrained by evidence Organizational Behavior and Human Decision Processes, Volume 93, Issue 1, January 2004, Pages 75-87.
Runco, M. A. (2007). Creativity. San Diego, CA: Academic Press.
Shen, X., Zhou, J., Yi, L., Hu, X., He, T., & Yang, J. (2016). Identifying protein complexes based on brainstorming strategy.Methods, Volume 110, 1 November 2016, Pages 44-53
Silvia, P. J., Nusbaum, E. C., Berg, C., Martin, C., & O’Connor, A. (2009). Openness to experience, plasticity, and creativity: Exploring lowerorder, higher-order, and interactive effects. Journal of Research inPersonality, 43, 1087-1090.
Soh, K. (2017). Fostering student creativity through teacher behaviors.Thinking Skills and Creativity, Volume 23, March 2017, Pages 58-66.
Stroebe, W., Nijstad, B. A., & Rietzschel, E. F. (2010).Chapter Four - Beyond Productivity Loss in Brainstorming Groups: The Evolution of a Question.Advances in Experimental Social Psychology, Volume 43, 2010, Pages 157-203.
Talita, G., Janssen, T., Rijlaarsdam, G., & Bergh, H. (2013). Learning to be creative. The effects of observational learning and brainstorming on students' design products and processes. Learning and Instruction, Volume 28, December 2013, Pages 35-47.
Telem, M. (1988). Information requirements specification I: Brainstorming collective decision-making approach. Information Processing & Management, Volume 24, Issue 5, 1988, Pages 549-557.
Torrance, E. P. (1988). The nature of creativity as manifest in 15 testing. In R. J. Sternberg (Ed.), The nature of creativity (pp. 43-75). New York: Cambridge University Press.
Yakovleva, N. O., & Yakovlev, E. V. (2014).Interactive teaching methods in contemporary higher education and creativity. Pacific Science Review, Volume 16, Issue 2, June 2014, Pages 75-80.
Zainol, A. S., Halabi, M., Sanusi, Z. M., & Ramli, M. F. (2012).Improving Satisfaction: The Importance of Ownership of the Topic under the Group BrainstormingTechnique. Procedia - Social and Behavioral Sciences, Volume 50, 2012, Pages 513-524.
Zampetakis, LA., Bouranta, N., Moustakisa, VS. (2010). on the relationship between individual creativity and time management. Thinking Skills and Creativity, 5, 23–32.
_||_Asgari, M., Ahmadi Tahor Soltani, Mohsen. & Yalfani, M. (1393). The Effectiveness of Creative Education Training on the Creativity of Pre-Kind Students in Hamadan. Scientific Journal of Innovation and Creativity Research in Humanities, 3 (4), 35-54. . (In Persian).
Austin, E. J., Deary, I. J., & Gibson, G. J. (1997). Relationship between ability and personality: Three hypotheses tested. Intelligence, 25, 49-70.
Badri Gargari, R., & Kalavani, N. (1392). Effects idea Save (SCAMPER) on creative thinking and creativity. Abtkar female students in humanities disciplines of Engineering, Volume III, Number 2, Fall 92. (In Persian).
Batey, M., & Furnham. A. (2006). Creativity, intelligence, and personality: A critical review of the scattered literature. Genetic, Social and General Psychology Monographs, 132, 455-929.
Beck, E. C. (2008). Understanding Educational Change: A System Model Approach. Second North American Conference on the Learning Paradigm, p.109.
Brand, C., Egan, V., & Deary, I. J. (1993). Personality and general intelligence. In G. L. Van Heck, P. Bonaiuto, I. J. Deary, & W. Nowack (Eds.), Personality psychology in Europe (pp. 203-228). Tilburg University Press.
Brophy, D. R. (1998). Understanding, measuring, and enhancing collective creative problem solving efforts. Creativity Research Journal, 11 (3), 199-229.
Carayannis, E., & Coleman, J. (2005).Creative system design methodologies: the case of complex technical systems. Technovation, Volume 25, Issue 8, August 2005, Pages 831-840.
Chamorro-Premuzic, T., & Furnham, A. (2006). A possible model for understanding the personality-intelligence interface. British Journal of Psychology, 95, 249-264.
Chang, S. H., Wang, C. L., & Lee, J. C (2016).Do award-winning experiences benefit students' creative self-efficacy and creativity? The moderated mediation effects of perceived school support for creativity. Learning and Individual Differences, Volume 51, October 2016, Pages 291-298.
Cheng, P. J. (2017). Validation of A Brainstorming Tool “IDEATOR”, Procedia CIRP, Volume, 60, 2017, Pages 290-295.
Cheng, V. (2010). Tensions and dilemmas of teachers in creativity reform in a Chinese context. Thinking Skills and Creativity, 5, 120–137.
Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality Inventory and NEO Five-Factor Inventory professional manual. Odessa, FL: Psychological Assessment Resources, Odessa, FL.
DeYoung, C. G. (2006). Higher-order factors of the Big Five in a multiinformant sample. Journal of Personality and Social Psychology, 91, 1138-1151.
Emami Rizi, C., Najafipour, M., haghani, F., & Dehghan, S. (2013). The effect of the using the brainstorming method on the academic achievement of students in grade five in Tehran elementary schools, Procedia - Social and Behavioral Sciences, 83 ( 2013 ), 230 – 233.
Feist, G. J. (1998).A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 24, 290−309.
Folley, B. S., & Park, S. (2005). Verbal creativity and schizotypal personality in relation to prefrontal hemispheric laterality: A behavioral and near-infrared optical imaging study. Schizophrenia Research, 80 (2, 3), 271-282.
Furnham, A. (1996). The FIRO-B, the learning style questionnnaire, and the five-factor model. Journal of Social Behavior and Personality, 11, 285-299.
Furnham, A., & Yazdanpanahi, T. (1995). Personality differences and group versus individual brainstorming. Personality and Individual Differences, Volume 19, Issue 1, July 1995, Pages 73-80.
Gibson, C., Folley, B. S., & Park, S. (2009). Enhanced divergent thinking and creativity in musicians: A behavioral and near-infrared spectroscopy study. Brain and Cognition, 69, 162-169.
Gladding, S.T., & Henderson, D.A. (2000). Creativity and family counseling: The SCAMPER model as a template for promoting creative process. The Family Journal: Counseling and Therapy for Couples and Families, 8, 245–249.
Glen, R. (1997). SCAMPER for student creativity. Education Digest, 62, P 67-68.
Guilford, J. P. (1986). Creative talents: Their nature, uses and development. Buffalo, NY: Bearly.
Hall, R. H. & O'Donnell, A. M. (1996). Cognitive and Affective Outcomes of Learning from Knowledge Maps. Contemporary Psychologist, 21: 94-101.
Haqqani, F., Hamadani, Z., & Liaghatdar, M. (2011). Comparing the Effects of Cooperative learning versus lecture with a short Q & A on academic achievement in biology lesson planning Journal. Lecture, 30, 3-30. (Persian)
Harris, J. A., Vernon, P. A., & Jang, K. L. (1999). Intelligence and personality characteristics associated with accuracy in rating a cotwin’s personality. Personality and Individual Differences, 26, 85-97.
Hartley, K. A., Plucker, J. A., & Long, H. (2016).Creative self-concept and teacher ratings of student creativity in Chinese elementary classrooms.Thinking Skills and Creativity, Volume 22, December 2016, Pages 142-151.
Holland, D. C., Dollinger, S. J., Holland, C. J., & MacDonald, D. A. (1995). The relationship between psychometric intelligence and the five-factor model of personality in a rehabilitation sample. Journal of Clinical Psychology, 51, 79-88.
Jaiswal, N. K., & Dhar, R. L. (2015).Transformational leadership, innovation climate, creative self-efficacy and employee creativity: A multilevel study.International Journal of Hospitality Management, Volume 51, October 2015, Pages 30-41.
Jeong, Y., & Yoon, B. (2015). Development of patent roadmap based on technology SCAMPER roadmap by analyzing patterns of creativity and patent development. Technovation, Volumes 39–40, May–June 2015, Pages 37-52.
Karami Baghtifony, Z., & farokhi, N. A. (2014). Relations between latent variables modeling fluid intelligence, crystallized intelligence, openness to experience and speed of information processing with creativity. Quarterly Educational Measurement, fourth, sixteenth edition, the summer of 1393. (Persian).
Karen, T. (2009). Optimizing ICT Effectiveness in Instruction and Learning Multilevel Transformation Theory and a Pilot Project in Secondary Education, Journal of Computers & Education, 16: 24-55.
Kashani-Vahid, L., Afrooz, G., Shokoohi-Yekta, M., Kharrazi, K., Ghobari, B. (2017). Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students?Thinking Skills and Creativity, Volume 24, June 2017, Pages 175-185.
Kaufman, J. C., & Baer, J. (2004). Sure, I’m creative — but not in math. Self-reported creativity in diverse domains. Empirical Studies of the Arts, 22, 143-155.
Kim, K. H. (2005). Can only intelligent people be creative? A meta-analysis. Journal of Secondary Gifted Education, 16, 57-66.
Kim, K. H., Cramond, B., & VanTassel-Baska, J. (2010). The relationship between creativity and intelligence. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 395-412). New York, NY: Cambridge University Press.
Lee, Y., & Nelson, D. W. (2005). Viewing or Visualizing-Which Concept Map Strategy Works Best on Problem-solving Performance? British Journal of Educational Technology, 36: 193-203.
Majid, AB., Tan, D., & Soh, K. (2003). Enhancing Children’s Creativity: An exploratory study on using the internet and SCAMPER as creative writing tools. The Korean Journal of Thinking & Problem Solving, 13, 67-68.
Maseleno, A., Hardaker, G., Sabani, N., & Suhaili, N. (2016). Data on multicultural education and diagnostic information profiling: Culture, learning styles and creativity. Data in Brief, Volume 9, December 2016, Pages 1048-1051.
McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52, 1258-1265.
Mesrabadi, J., Hsininasb, SD., Fthiazar, A., & Moghaddam, M. (2007). The effectiveness of teaching strategies Learning concept mapping returns cognitive - emotional learning biology lesson Journal Psychology, University of Tabriz, 2 (8), 109-132.(persian).
Mittal. S., & Dhar, R. L. (2016). Effect of green transformational leadership on green creativity: A study of tourist hotels. Tourism Management, Volume 57, December 2016, Pages 118-127
Nazari, A. (2003). The study of idea of the effectiveness of secondary school students' creativity 2 regional high school in Arak. Ministry of Education, Institute of Education.
Nusbaum, E. C; Silvia, P. J. (2011). Are Intelligence and Creativity Really so Different? Fluid Intelligence, Executive Processes, and Strategy Use in Divergent Thinking. Intelligence, 39 (1), 36-45.
Ostovar, N., Gholamazad, S., & Mesrabadi, J. (2012). Influence students' training segmentation method Development groups on measures of cognitive, metacognitive and emotional learning mathematics, Journal, Educational Innovations, No. 41, 50-29. (Persian).
Papagiannaki, A., & Pnina, S. (2016). The contribution of creative art therapies to promoting mental health: Using Interpretative Phenomenological Analysis to study therapists’ understandings of working with self-stigmatisation. The Arts in Psychotherapy, Volume 50, September 2016, Pages 66-74.
Peng, J., Chen, Y., Xia, Y., & Ran, Y. (2017). Workplace loneliness, leader-member exchange and creativity: The cross-level moderating role of leader compassion. Personality and Individual Differences, Volume 104, January 2017, Pages 510-515.
Poon, J. C.Y., Au, A. C.Y., Tong, T. M.Y., & Lau, S. (2014).The feasibility of enhancement of knowledge and self-confidence in creativity: A pilot study of a three-hour SCAMPER workshop on secondary students. Thinking Skills and Creativity, Volume 14, December 2014, Pages 32-40.
Rahmanizadeh, S. A. (1395). Organizational factors affecting the promotion of creativity and innovation in the Voice and Television Organization. Scientific Journal of Innovation and Creativity Research in Humanities, 6 (3), pp. 1-34. . (In Persian).
Revels, O. H., & Terry, B. G. (1983). Effects of symbolic modeling procedures and model status on brainstorming behavior.Journal of School Psychology, Volume 21, Issue 4, winter 1983, Pages 311-318.
Richard, P. M., Dennis, M., Vicki S. E., Nancy, L. J., & Deborah, J. H. (2004). Brainstorming and task performance in groups constrained by evidence Organizational Behavior and Human Decision Processes, Volume 93, Issue 1, January 2004, Pages 75-87.
Runco, M. A. (2007). Creativity. San Diego, CA: Academic Press.
Shen, X., Zhou, J., Yi, L., Hu, X., He, T., & Yang, J. (2016). Identifying protein complexes based on brainstorming strategy.Methods, Volume 110, 1 November 2016, Pages 44-53
Silvia, P. J., Nusbaum, E. C., Berg, C., Martin, C., & O’Connor, A. (2009). Openness to experience, plasticity, and creativity: Exploring lowerorder, higher-order, and interactive effects. Journal of Research inPersonality, 43, 1087-1090.
Soh, K. (2017). Fostering student creativity through teacher behaviors.Thinking Skills and Creativity, Volume 23, March 2017, Pages 58-66.
Stroebe, W., Nijstad, B. A., & Rietzschel, E. F. (2010).Chapter Four - Beyond Productivity Loss in Brainstorming Groups: The Evolution of a Question.Advances in Experimental Social Psychology, Volume 43, 2010, Pages 157-203.
Talita, G., Janssen, T., Rijlaarsdam, G., & Bergh, H. (2013). Learning to be creative. The effects of observational learning and brainstorming on students' design products and processes. Learning and Instruction, Volume 28, December 2013, Pages 35-47.
Telem, M. (1988). Information requirements specification I: Brainstorming collective decision-making approach. Information Processing & Management, Volume 24, Issue 5, 1988, Pages 549-557.
Torrance, E. P. (1988). The nature of creativity as manifest in 15 testing. In R. J. Sternberg (Ed.), The nature of creativity (pp. 43-75). New York: Cambridge University Press.
Yakovleva, N. O., & Yakovlev, E. V. (2014).Interactive teaching methods in contemporary higher education and creativity. Pacific Science Review, Volume 16, Issue 2, June 2014, Pages 75-80.
Zainol, A. S., Halabi, M., Sanusi, Z. M., & Ramli, M. F. (2012).Improving Satisfaction: The Importance of Ownership of the Topic under the Group BrainstormingTechnique. Procedia - Social and Behavioral Sciences, Volume 50, 2012, Pages 513-524.
Zampetakis, LA., Bouranta, N., Moustakisa, VS. (2010). on the relationship between individual creativity and time management. Thinking Skills and Creativity, 5, 23–32.
