The relationship between learning styles and its components with creativity and its components in male high school students
Subject Areas : Creativity and innovation from psychological, epistemological, educational and pedagogical
hossein souri
1
,
mohammad bagher koopai
2
,
esmaeil safari
3
1 - Associate Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Payam Noor University, Tehran, Iran
2 - Assistant Professor, Department of Social Sciences, Faculty of Humanities, Payam Noor University, Tehran, Iran
3 - Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Payam Noor University, Tehran, Iran
Keywords: learning styles, creativity, component, student, ,
Abstract :
Purpose: The way a learner receives and processes information is different among people, the purpose of this research is to investigate the relationship between learning styles and its components with creativity and its components among male high school students. Method: The current research is descriptive of Canonical Correlation type. The statistical population of this research includes all male high school students in Kohdasht city. The total number of this population was 1320 students, of which 370 people were selected by multi-stage random sampling method. The tools used in this research were the multiple-choice paper-pencil test to measure Abedi's creativity (1372) and the learning style Inventory (list) of Kolb (1985). Findings: The results of the Canonical Correlation test between learning styles and creativity and their components indicate that there is a positive and significant relationship between learning styles and creativity. Also, there is a difference between students with different learning styles in terms of creativity. Conclusion: In general, it can be said that creativity has a direct relationship with students' learning styles, and if creativity is appropriate in the meaningful dimensions of fluidity, innovation, flexibility, and expansion, it can be expected that students' learning will improve in the dimensions of objective experience, reflective observation, abstract conceptualization, and active experimentation.
