The purpose of this study was to investigate the mediating role of achievement motivation in the relationship between emotional creativity and self-directed learning. The present study was a correlation study using path analysis.The statistical population of the present More
The purpose of this study was to investigate the mediating role of achievement motivation in the relationship between emotional creativity and self-directed learning. The present study was a correlation study using path analysis.The statistical population of the present study was including all second-grade boys secondary school students in Khoy city to number of 5300 people. From the population were selected a sample of 360 people using the Morgan table by stage cluster sampling and completed emotional creativity inventory (ECI), achievement motivation questionnaire (AMQ) and self-rating scale of self-directed learning (SDL). Data were analyzed by SPSS24 and Amos22. The results of this study showed that emotional creativity was able to explain 29% of the variance of achievement motivation, also, the variables of emotional creativity and achievement motivation can simultaneously explain 43% of the self-directed learning variance. Also, the achievement motivation has a significant mediator role in the relationship between emotional creativity and self-directed learning (p<0.01). Hence, expressing positive emotions in the form of an achievement motivation, it makes people see new links between ideas, organizes information and creates new solutions to the problem. Therefore, the creativity of this kind of emotion improves the person's readiness to engage in various activities and self-directed learning.
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The purpose of this study was to investigate the mediating role of achievement motivation in the relationship between emotional creativity and self-directed learning. The present study was a correlation study using structural equation modeling. The statistical populatio More
The purpose of this study was to investigate the mediating role of achievement motivation in the relationship between emotional creativity and self-directed learning. The present study was a correlation study using structural equation modeling. The statistical population of the present study included all eleventh grade male students in Khoy city numbering 5300 people. From the population a sample of 370 people were selected using the Slovin formula by stage cluster sampling and completed Emotional Creativity Inventory (ECI), Achievement Motivation Questionnaire (AMQ) and Self-Rating Scale of Self-Directed Learning (SDL). Data were analyzed by SPSS24 and AMOS22. The results of this study showed that emotional creativity was able to explain 29% of the variance of achievement motivation, and the variables of emotional creativity and achievement motivation can simultaneously explain 43% of the self-directed learning variance. Also, the achievement motivation has a significant mediator role in the relationship between emotional creativity and self-directed learning (p<0.01). Hence, expressing positive emotions in the form of an achievement motivation, it makes people see new links between ideas, organizes information and creates new solutions to the problem. Therefore, the creativity of this kind of emotion improves the person's readiness to engage in various activities and self-directed learning.
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The purpose of this study was to investigate the effect of dramatic creativity training on working memory and schoolwork engagement of elementary school students. The research method was quasi-experimental with pretest, posttest and follow-up with control group. The sta More
The purpose of this study was to investigate the effect of dramatic creativity training on working memory and schoolwork engagement of elementary school students. The research method was quasi-experimental with pretest, posttest and follow-up with control group. The statistical population of the study was the students of primary girls' schools in district one of Saveh city. Among them, 50 second grade students were selected by available sampling method and randomly assigned in experimental and control groups. The experimental group participated in a 12-session course of dramatic creativity based on auditory and visual stimuli of working memory and creating positive emotions and motivation to do homework. Academic engagement scale and computer software "working memory information processing index" were used for data collection. Data were analyzed using multivariable variance analysis with repeated measures. Findings showed that teaching dramatic creativity led to a significant increase in working memory processing capacity and school-work engagement of students. These findings were also stable in the two-month follow-up. Therefore, it can be concluded that the use of creativity dramatically plays in the educational process, increases the capacity of processing working memory and students motivate to engage more in school works.
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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 & boy) third grade higher school students in Zahedan were selected by Cluster multi – level sampling More
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 & boy) third grade higher school students in Zahedan were selected by Cluster multi – level sampling method. The Torrance Tests of Creative Thinking (TTCT,verbal form A & 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.
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