مرکز منطقه ای اطلاع رسانی علوم و فناوری مجله روانشناسی 18808436 17 4 2014 12 20 Relationship between Dimensions of Percieved Teaching Style , Autonomous Motivation and Creativity: A Model of Creativity Based on Self-Determination Theory رابطه سبک تدریس ادراک شده، انگیزش خودمختار و خلاقیت: ارائه مدل خلاقیت بر اساس نظریه خودتعیین‌گری 350 364 fa افسانه مرزیه جواد اژه ای دانشگاه تهران الهه حجازی دانشگاه پاریس ده: نانتر محمود قاضی طباطبايی دانشگاه تهران 2012 9 25 <p>The aim of this research was to study the relationships between dimensions of perceived teaching styles with autonomous motivation and creativity. A sample of 500 (girl &amp; boy) third grade higher school students in Zahedan were selected by Cluster multi &ndash; level sampling method. The Torrance Tests of Creative Thinking (TTCT,verbal form A &amp; B) the Academic Motivation Scale (AMS) and the Teacher as a Social Context Questonnair (TASC) were administrated on all subjects. The questionnairs validity and reliability were satisfied with methods: Convergent validity, equivalence reliability, Cronbach`s Alpha, Test-retest, and confirmatory factor analysis. The results of path analysis shows direct influence of perceived teaching style and indirect influence by mediating autonomous motivation on creativity. All path coefficients of purposed model were significant.</p> <p>هدف پژوهش حاضر تعیین رابطه ابعاد سبک تدریس ادراک شده و انگیزش خودمختار با خلاقیت دانش&zwnj;آموزان می&zwnj;باشد. بدین منظور نمونه&zwnj;ای به حجم 500 نفر از میان دانش&zwnj;آموزان دختر و پسر پایه سوم مقطع متوسطه شهر زاهدان، با روش نمونه&zwnj;گیری خوشه&zwnj;ای چند مرحله&zwnj;ای انتخاب شدند.</p> http://Iranapsy.ir/fa/Article/Download/41800