The relationship between the teacher-student thinking style match/mismatch and students’ creativity dimensions

Subject Areas : Educational Science

مریم احمدی فقیه ¹ (دانشگاه ازاد اسلامی واحد قم موسسه اموزش عالی اجتهاد)
مجید ضرغام حاجبی ² (عضو هیات علمی دانشگاه ازاد اسلامی قم)
اکرم السادات حسینی ³ (دانشگاه ازاد اسلامی قم)

Received: 2017-01-31 Accepted : 2017-07-30 Published : 2017-02-19

Keywords: "Match", " Mismatch", " teacher – student thinking style", &quot, creativity&quot, , "Thinking Style",

Abstract :

The present study aimed at identifying the relationship between the teacher-student thinking style match/mismatch and students’ creativity dimensions. The research method in this study is descriptive and correlation. The study population consisted of all students of Ijtehad higher education institute in 1394-1395. From this population, 100 students (including 39 males and 61 females) were selected through Stratified Random Sampling approach to answer to a thinking style questionnaire as well as the Torrance Tests of Creativity. Their teachers – a group of six- were also given a questionnaire of thinking style in teaching. The Pearson correlation coefficient and the regression analysis were used to analyze the data. The findings show that, in general, the match of judicial thinking style (r=-0.34,p<0/01 ) and conservative thinking style (r=-0.42,p<0/01) have meaningful relationships with innovation and extension of creativity (r=-0/32,p<0/01). Concerning the investigation of the four dimensions of creativity, the findings of the study show that the match of the judicial thinking style (Beta= -0.35) and mismatch of the liberal thinking style (Beta =0.37) were the most predictive. The final findings of the study show that the match of the thinking styles has more relationship with creativity than the mismatch of thinking styles. In addition to develop creativity, the judicial and liberal thinking styles ought to be developed in both teachers and students.