اثربخشی برنامه آموزش خلاقیت پریز برتعاملات اجتماعی و سازگاری اجتماعی دانشآموزان
محورهای موضوعی : زن و خانواده
اکرم جعفرزاده قدیمی
1
(دانشجوی دکترای روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
پرویز عبدالتاجدینی
2
(استادیار گروه روان شناسی تربیتی، واحد سراب، دانشگاه آزاد اسلامی، سراب، ایران(نویسنده مسئول) tajeddini@iausa.ac.ir)
سید داود حسینی نسب
3
(استاد گروه روان شناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
کلید واژه: سازگاری اجتماعی, تعاملات اجتماعی, برنامه آموزش خلاقیت پریز,
چکیده مقاله :
پژوهش حاضر با هدف بررسی اثربخشی برنامه آموزش خلاقیت پریز بر تعاملات اجتماعی و سازگاری اجتماعی دانش آموزان دوره اول متوسطه شبستر در سال تحصیلی 98-97 با روشپژوهش نیمه آزمایشی با طرح پیشآزمون و پس آزمون با گروه کنترل انجام گرفت. جامعه آماری پژوهش را کلیه دانش آموزان دختر دوره اول متوسطه شبستر به تعداد 1524 نفر تشکیل دادند که از بین آنها نمونه ای به تعداد 30 نفر از دانشآموزان پایه هشتم با روش نمونه گیری در دسترس بر اساس ملاک ورود که کسب پایین ترین نمره در پرسشنامه ها بود انتخاب و به صورت تصادفی، 15 نفر در گروه آزمایش و 15 نفر در گروه کنترل جای گرفتند. سپس برنامه آموزش خلاقیت پریز طی 8 جلسه به گروه آزمایش ارائه گردید. پس از اتمام آموزش، دوباره پرسشنامه ها توسط گروه آزمایش و کنترل تکمیل شد. ابزار پژوهش، پرسشنامه سازگاری فردی- اجتماعی کالیفرنیا(1953) و تعاملات اجتماعی صادق پور و رمضان نژاد (1395) بود. برای تجزیه و تحلیل داده ها از آزمون تحلیل کوواریانس چند متغیره و نرم افزار spss24 استفاده شد. نتایج نشان داد میانگین تعاملات اجتماعی و سازگاری اجتماعی در گروه آزمایش، پس از آموزش به طور معنی داری افزایش یافته است و در نمرات پس آزمون تعاملات اجتماعی و سازگاری اجتماعی گروه آزمایش نسبت به گروه کنترل، تفاوت معناداری وجود دارد. بنابراین می توان گفت برنامه آموزش خلاقیت پریز بر ارتقاء تعاملات اجتماعی و سازگاری اجتماعی دانشآموزاندختر تأثیر داشته است(05/0p <).
The present research aimed to investigate the effectiveness of the PRIZ creativity training program on social interactions and social adjustment of first-year high school students of Shabestar in the academic year of 2018-2019 with a Semi-experimental research method in the pre-test and post-test design with the control group. The statistical population included all first-year high school female students of Shabestar (n=1524), among whom used convenience sampling to select 30 eighth-grade students based the inclusion criterion was obtaining the lowest score in questionnaires Selected and randomly assigned them to the experimental (n=15) and control (n=15) groups. Then, the PRIZ creativity training program was presented to the experimental group in 8 sessions. At the end of the training, the experimental and control groups completed the questionnaires again. The research instruments were the individual-social adjustment (California, 1953) and social interactions (Sadeghpour & Ramezannejad, 2016) questionnaires. Multivariate analysis of covariance (MANCOVA) and SPSS version 24 software were used to analyze the data. The results showed that the experimental group's mean of social interactions and social adjustment increased significantly after training. There was a significant difference in the post-test scores of social interactions and social adjustment in the experimental group compared to the control group. Therefore, the PRIZ creativity training program promotes female students' social interactions and social adjustment
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Abdoltajedini, P. (2016). PRIZ creativity training method and evaluation of its effect on creative thinking in comparison with TRIZ creativity training methods and brainstorming. PhD Thesis in Educational Psychology. Islamic Azad University of Science and Research, Tehran. [In Persian]
Abdoltajedini, P., Sakenazary, R., & Azin Fam, A. (2018). The effectiveness of PRIZ creativity training method on test anxiety and academic performance of female students in Maragheh. Journal of Women and Study of Family, 42 (11), 29- 53. [In Persian]
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Ahmadi, M. S., Hatami, H. R. & Asadzadeh, H. (2012). The effect of communication skills training on social adjustment and academic achievement of Zanjan high school students. Quarterly Social Psychology Research, Spring 2012, 2 (5), 99-115. [In Persian]
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Amirian, F., & Khodaei, M. (2018). The effectiveness of training of effective communication and assertiveness skills and social adjustment of medical students. Iranian Journal of Clinical Research, 1 (1), 29-43. [In Persian]
Bagheri, M., Sediq Orei, G. R., & Yousefi, A. (2019). Social interaction in Iran: a review on problems of interpersonal interaction in the articles on social situations of the country. Journal of Social Problems of Iran, 10 (1), 53-80. [In Persian]
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Chhava, D., & Kacker, P. (2013). Effectiveness of life skill education on adolescents. The Maharaja Sayajirao Uni- versity of Baroda. International Journal of Research in Education Methodology, 3(1), 213-220.
Chumba, R. j., & Kyalo, P. M. (2011).Selected factors influencing social and academic adjustment of undergraduate students of Edgerton University Ngoro campus. International journal of business and social science.2, 18.
Curran, T. (2018). An actor-partner interdependence analysis of cognitive flexibility and indicators of social adjustment among mother-child dyads. Personality and Individual Differences, 126, 99-103.
Din, S., Shah, M., Jamal, H., & Bilal, M.(2015).Rehabilitation and social adjustment of people with burns in society.Burns, 41 (1), 106-109.
Dombrowski, C., Kim, J. Y., Desouza, K. C., Branagza, A., Papagari, S., Baloh, P., & Jha, S. (2007, July 27). Elements of innovative cultures. Knowledge and Process Management, 14(3), 190–202139.
Eftekhar Saadi, Z., Mehrabizadeh Honarmand, M., Najarian, B., Ahadi, H., & Asgari, P. (2009). The effect of emotional intelligence training on reducing aggression and increasing individual-social adjustment in female sophomores in Ahvaz. New Findings in Psychology (Social Psychology), 12 (4), 137-149. [In Persian]
Engels, R., Dekovic, M., & Meeus, W. (2008), Parenting practices, social skills and peer relationships in adolescence. Social Behavior and Personality an International Journal, 30,1,137.
Fazaeli, S M., (2015). How language parameter deficits impact on social interaction of children with autism spectrum disorders during middle childhood and intervention strategies. Journal Exceptional Education. 4 (132) :56-64 [In Persian]
Ghanbaran, A., & Jafari, M. (2014). Investigating Factors Affecting promotion of Social Interactions Among Residence in a Neighborhood (Case Study: Darakeh Neighborhood-Tehran). Science-Reserach Journal of Iran Scientific Association of Architecture and Urban Planning, 7(1), 57-64. [In Persian]
Glăveanu, V. P. (2015). Creativity as a sociocultural act. The Journal of Creative Behavior, 49(3), 165-180.
Hatami, M., & Kavousian, J. (2013). The effectiveness of life skills training on adjustment (social, educational, emotional) of martyrs’ children. Journal of School Psychology and institutions, 2 (2), 44-57. [In Persian]
Hedman, E., Mortberg, E., Hesser, H., Clark, D.M., Lekander, M., Andersson, E., & Ljotsson, B. (2013). Mediators in psychological treatment of social anxiety disorder: Individual cognitive therapy compared to cognitive behavioral group therapy. Behavior Research and Therapy, 51(10), 696-705.
Hinton, R., Kavanagh, D. J., Barclay, L., Chenhall, R., & Nagel, T. (2015). Developing a best practice pathway to support improvements in indigenous Australians’ mental health and well-being: a qualitative study. BMJ open, 5(8): 1-9.
Jafarzadeh Ghadimi, A., Abdoltajadini, P., & Jafarzadeh Ghadimi, R. (2020). The effectiveness of PRIZ creativity training program on resilience and social interactions during the Corona period. Administrative Transformation Quarterly, 10 (64), 16-29. [In Persian]
Jafarzadeh Ghadimi, A., Abdoltajedini, P., & Hosseini Nasab, D. (2020). The Effectiveness of PRIZ Creativity Training Program on the Individual-Social Adaptation of High School Students in Shabestar. Iranian Journal of Educational Sociology, 3 (1) :34-42.
Jafarzadeh Ghadimi, R., Enayati, T., & Salehi, M. (2018).Investigating the Impact of Learning Organization Components on Organizational Innovation (Case Study: Islamic Azad University), Iranian journal of educational Sociology, 1(7), 180-197.
Joseph, K. (2018 .(Life skills education for adolescents. Mumbai: Better Your-self Books.
Khademi, A. (2008). Relationship between creative aspects and psychological, family and social adjustment in students. Proceedings of the best scientific articles of the Second National Spring Festival / Innovation and Education. Tehran: University Jihad, Medical Sciences Branch. [In Persian]
Khorshidi, A., & Mirkamali, S. M. (2008). Methods of fostering creativity in the educational system. Tehran: Yastroon Publishing. [In Persian]
Kratzer, J., Leenders, R. J., & van Engelen, J. M. L. (2006). Team polarity and creative performancein innovation teams. Creativity and Innovation Management, 15(6): 96–104.
Laura, B., Ilenaa, B., Ian. F., & Dario, L. (2006). Innovations: Rehabrounds: Problem-solving skillsfor cognitive rehabilitation among persons with chronic psychotic disorders. PsychiatricsServices,57(2):172-174.
Lewis, S., Savaiano, M. E., Blankenship, K., & Greeley-Bennett, K. (2014). Three areas of the expanded core curriculum for students with visual impairment: Research priorities for independent living skills, self-determination, and social interaction skills. In International Review of Research in Developmental Disabilities,(Vol. 46, pp. 207-252).Academic Press.
Mirdrikvand, F., Ghadampour, E., & Kavarizadeh M. (2016). The effect of life skills training on psychological capital and adaptability of adolescent girls with irresponsible parents. Quarterly Journal of Social Work, 5 (3) :23-30 [In Persian]
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Namazi, F., & Sohrabi Shoghafti, N. (2018). The mediating role of social adjustment between family patterns and adolescent mental health. Journal of Educational Psychology Studies, No. 29, 237-256. [In Persian]
Omidian, M., Hosseini Kafiabadi, A. S., & Zandvanian, A. (2014). The effect of teaching social problem solving strategies on social adjustment. Social Psychology Research, 4 (13), 1-16. [In Persian]
Park, B. R. & Choi, J. S. (2014). Emotionally Focused Therapy (EFT) for the Family of an Adolescent with Suicidal Ideation: A Case Study. Family and Family Therapy, 22(3), 275–300. https://doi. org/10.21479/kaft .2014.22.3.275.
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Powell, J. (2007). Creative universities and their creative city-regions. Industry and Higher Education, 21(5), 323-335.
Rajalo, S., & Vadi, M. (2017). University-industry innovation collaboration: Reconceptualization. Technovation, 62, 42-54.
Rashidzadeh, A., Fathi Azar, I., & Hashemi, T. (2011). Investigating the effect of assertiveness training on social skills components of female pre-university students. Journal of Educational Psychology Studies, 8 (13), (consecutive issue 13), 57-72. [In Persian]
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Schéle, E., Pfabigan, D. M., Simrén, J., Sailer, U., & Dickson, S. L. (2020). Ghrelin Induces Place Preference for Social Interaction in the Larger Peer of a Male Rat Pair. Neuroscienc.
Sehat, S., & Mohammadpour Dostkoohi, M. (2011). Identifying and ranking the components of innovation in the insurance industry. News of the Insurance World, No, 163, December 2011.
Shamionov, R. M., Grigoryeva, M. V., & Grigoryev, A. V. (2014). Influence of beliefs and motivation on social-psychological adaptation among university students. Procedia-Social and Behavioral Sciences, 112, 323-332.
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_||_Abbasi Rostami, N., & Rashidi, P. (2020). Investigating the relationship between communication skills and students' social adjustment. Quarterly Journal of Markazi Police Science, Year 10, No. 1, 121-140. [In Persian]
Abdoltajedini, P. (2016). PRIZ creativity training method and evaluation of its effect on creative thinking in comparison with TRIZ creativity training methods and brainstorming. PhD Thesis in Educational Psychology. Islamic Azad University of Science and Research, Tehran. [In Persian]
Abdoltajedini, P., Sakenazary, R., & Azin Fam, A. (2018). The effectiveness of PRIZ creativity training method on test anxiety and academic performance of female students in Maragheh. Journal of Women and Study of Family, 42 (11), 29- 53. [In Persian]
Abdoltajedini, P., delavar, A., Ahadi, H., & bahrami, H. (2016). Introducing PRIZ creativity and evaluating its effect on creative thinking in comparison with TRIZ creativity and brainstorming. Journal of Instruction and Evaluation, 9(36), 147-170. [In Persian]
Abdoltajedini, P., & Heidari, M. (2019). Designing PRIZ creativity training program and evaluating its effectiveness on quality of work life, organizational commitment and job satisfaction of teachers in Khajeh city. Master Thesis in Educational Psychology, Islamic Azad University, Sarab Branch. [In Persian]
Ahmadi, M. S., Hatami, H. R. & Asadzadeh, H. (2012). The effect of communication skills training on social adjustment and academic achievement of Zanjan high school students. Quarterly Social Psychology Research, Spring 2012, 2 (5), 99-115. [In Persian]
Amidnia, E., Nisi, A. & Sudani, M. (2010). Assertiveness and individual-social adjustment in female students. Journal of Thought & Behavior in Clinical Psychology (JTBCP), 5 (17), 37- 46. [In Persian]
Amirian, F., & Khodaei, M. (2018). The effectiveness of training of effective communication and assertiveness skills and social adjustment of medical students. Iranian Journal of Clinical Research, 1 (1), 29-43. [In Persian]
Bagheri, M., Sediq Orei, G. R., & Yousefi, A. (2019). Social interaction in Iran: a review on problems of interpersonal interaction in the articles on social situations of the country. Journal of Social Problems of Iran, 10 (1), 53-80. [In Persian]
Brady, M. K., & Cronin Jr, J. J. (2001). Customer orientation: Effects on customer service perceptions and outcome behaviors. Journal of service Research, 3(3), 241-251.
Chen, M., Chang, Y., & Hung, S. (2008). Social Capital and Creativity in R& D Project
Teams. R&D Management, 38(1), 21-34.
Chhava, D., & Kacker, P. (2013). Effectiveness of life skill education on adolescents. The Maharaja Sayajirao Uni- versity of Baroda. International Journal of Research in Education Methodology, 3(1), 213-220.
Chumba, R. j., & Kyalo, P. M. (2011).Selected factors influencing social and academic adjustment of undergraduate students of Edgerton University Ngoro campus. International journal of business and social science.2, 18.
Curran, T. (2018). An actor-partner interdependence analysis of cognitive flexibility and indicators of social adjustment among mother-child dyads. Personality and Individual Differences, 126, 99-103.
Din, S., Shah, M., Jamal, H., & Bilal, M.(2015).Rehabilitation and social adjustment of people with burns in society.Burns, 41 (1), 106-109.
Dombrowski, C., Kim, J. Y., Desouza, K. C., Branagza, A., Papagari, S., Baloh, P., & Jha, S. (2007, July 27). Elements of innovative cultures. Knowledge and Process Management, 14(3), 190–202139.
Eftekhar Saadi, Z., Mehrabizadeh Honarmand, M., Najarian, B., Ahadi, H., & Asgari, P. (2009). The effect of emotional intelligence training on reducing aggression and increasing individual-social adjustment in female sophomores in Ahvaz. New Findings in Psychology (Social Psychology), 12 (4), 137-149. [In Persian]
Engels, R., Dekovic, M., & Meeus, W. (2008), Parenting practices, social skills and peer relationships in adolescence. Social Behavior and Personality an International Journal, 30,1,137.
Fazaeli, S M., (2015). How language parameter deficits impact on social interaction of children with autism spectrum disorders during middle childhood and intervention strategies. Journal Exceptional Education. 4 (132) :56-64 [In Persian]
Ghanbaran, A., & Jafari, M. (2014). Investigating Factors Affecting promotion of Social Interactions Among Residence in a Neighborhood (Case Study: Darakeh Neighborhood-Tehran). Science-Reserach Journal of Iran Scientific Association of Architecture and Urban Planning, 7(1), 57-64. [In Persian]
Glăveanu, V. P. (2015). Creativity as a sociocultural act. The Journal of Creative Behavior, 49(3), 165-180.
Hatami, M., & Kavousian, J. (2013). The effectiveness of life skills training on adjustment (social, educational, emotional) of martyrs’ children. Journal of School Psychology and institutions, 2 (2), 44-57. [In Persian]
Hedman, E., Mortberg, E., Hesser, H., Clark, D.M., Lekander, M., Andersson, E., & Ljotsson, B. (2013). Mediators in psychological treatment of social anxiety disorder: Individual cognitive therapy compared to cognitive behavioral group therapy. Behavior Research and Therapy, 51(10), 696-705.
Hinton, R., Kavanagh, D. J., Barclay, L., Chenhall, R., & Nagel, T. (2015). Developing a best practice pathway to support improvements in indigenous Australians’ mental health and well-being: a qualitative study. BMJ open, 5(8): 1-9.
Jafarzadeh Ghadimi, A., Abdoltajadini, P., & Jafarzadeh Ghadimi, R. (2020). The effectiveness of PRIZ creativity training program on resilience and social interactions during the Corona period. Administrative Transformation Quarterly, 10 (64), 16-29. [In Persian]
Jafarzadeh Ghadimi, A., Abdoltajedini, P., & Hosseini Nasab, D. (2020). The Effectiveness of PRIZ Creativity Training Program on the Individual-Social Adaptation of High School Students in Shabestar. Iranian Journal of Educational Sociology, 3 (1) :34-42.
Jafarzadeh Ghadimi, R., Enayati, T., & Salehi, M. (2018).Investigating the Impact of Learning Organization Components on Organizational Innovation (Case Study: Islamic Azad University), Iranian journal of educational Sociology, 1(7), 180-197.
Joseph, K. (2018 .(Life skills education for adolescents. Mumbai: Better Your-self Books.
Khademi, A. (2008). Relationship between creative aspects and psychological, family and social adjustment in students. Proceedings of the best scientific articles of the Second National Spring Festival / Innovation and Education. Tehran: University Jihad, Medical Sciences Branch. [In Persian]
Khorshidi, A., & Mirkamali, S. M. (2008). Methods of fostering creativity in the educational system. Tehran: Yastroon Publishing. [In Persian]
Kratzer, J., Leenders, R. J., & van Engelen, J. M. L. (2006). Team polarity and creative performancein innovation teams. Creativity and Innovation Management, 15(6): 96–104.
Laura, B., Ilenaa, B., Ian. F., & Dario, L. (2006). Innovations: Rehabrounds: Problem-solving skillsfor cognitive rehabilitation among persons with chronic psychotic disorders. PsychiatricsServices,57(2):172-174.
Lewis, S., Savaiano, M. E., Blankenship, K., & Greeley-Bennett, K. (2014). Three areas of the expanded core curriculum for students with visual impairment: Research priorities for independent living skills, self-determination, and social interaction skills. In International Review of Research in Developmental Disabilities,(Vol. 46, pp. 207-252).Academic Press.
Mirdrikvand, F., Ghadampour, E., & Kavarizadeh M. (2016). The effect of life skills training on psychological capital and adaptability of adolescent girls with irresponsible parents. Quarterly Journal of Social Work, 5 (3) :23-30 [In Persian]
Moradizadeh, S., Bazgir, L., & Abdollahi Moghadam, M. (2015). The effect of communication skills training on social adjustment of female high school students in Khorramabad in 2014-15 academic year. Second National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies. [In Persian]
Namazi, F., & Sohrabi Shoghafti, N. (2018). The mediating role of social adjustment between family patterns and adolescent mental health. Journal of Educational Psychology Studies, No. 29, 237-256. [In Persian]
Omidian, M., Hosseini Kafiabadi, A. S., & Zandvanian, A. (2014). The effect of teaching social problem solving strategies on social adjustment. Social Psychology Research, 4 (13), 1-16. [In Persian]
Park, B. R. & Choi, J. S. (2014). Emotionally Focused Therapy (EFT) for the Family of an Adolescent with Suicidal Ideation: A Case Study. Family and Family Therapy, 22(3), 275–300. https://doi. org/10.21479/kaft .2014.22.3.275.
Pennings, H. J., Brekelmans, M., Sadler, P., Claessens, L. C., van der Want, A. C., & van Tartwijk, J. (2018). Interpersonal adaptation in teacher-student interaction. Learning and Instruction,55,41-57.
Perry-Smith, J. E. (2006). Social yet creative: The role of social relationships in facilitating individual creativity. Academy of Management journal, 49(1), 85-101.
Powell, J. (2007). Creative universities and their creative city-regions. Industry and Higher Education, 21(5), 323-335.
Rajalo, S., & Vadi, M. (2017). University-industry innovation collaboration: Reconceptualization. Technovation, 62, 42-54.
Rashidzadeh, A., Fathi Azar, I., & Hashemi, T. (2011). Investigating the effect of assertiveness training on social skills components of female pre-university students. Journal of Educational Psychology Studies, 8 (13), (consecutive issue 13), 57-72. [In Persian]
Sadati, Z., Mirzaian, B., & Doosti, Y. (2019). The effect of basic life skills training on adaptability and psychological well-being in married female students. International Clinical Neuroscience Journal, 6(1), 28-32.
Sadeghpour, A., & Ramazan Nejad, Z. (2016). Social interaction, comfort and customer satisfaction: The moderating effect of customer experience. The Second National Conference on Management and Accounting, Jiroft. [In Persian]
Schéle, E., Pfabigan, D. M., Simrén, J., Sailer, U., & Dickson, S. L. (2020). Ghrelin Induces Place Preference for Social Interaction in the Larger Peer of a Male Rat Pair. Neuroscienc.
Sehat, S., & Mohammadpour Dostkoohi, M. (2011). Identifying and ranking the components of innovation in the insurance industry. News of the Insurance World, No, 163, December 2011.
Shamionov, R. M., Grigoryeva, M. V., & Grigoryev, A. V. (2014). Influence of beliefs and motivation on social-psychological adaptation among university students. Procedia-Social and Behavioral Sciences, 112, 323-332.
Shehni Yeylagh, M., Beshlideh, K., Kouchaki Ashour., M & Attari, Y. A.(2005). Investigating the effect of group training of social skills on individual-social adjustment of juvenile delinquents in Gonbad Kavous. Journal of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, (2)3, Year 12, Fall 2005, pp. 25- 46. [In Persian]
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