Volume 3, Issue 1 (3-2020)
Iranian Journal of Educational Sociology 2020, 3(1): 34-42 |
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1- PhD Student in Educational Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
2- Assistant Professor, Department of Psychology, Sarab Branch, Islamic Azad University, Sarab, Iran.
3- Professor, Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
2- Assistant Professor, Department of Psychology, Sarab Branch, Islamic Azad University, Sarab, Iran.
3- Professor, Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
Abstract: (16930 Views)
Purpose: The aim of this study was to investigate the effectiveness of the PRIZ creativity training program on individual-social adjustment of high school students.
Methodology: The research method was quasi-experimental with pre-test and post-test design and control group. The statistical population of the study included all female students in the first year of Shabestar high school in the academic year of 2018-19, numbering 1524 people. The sampling method was multi-stage cluster random sampling to select the school and the purposeful method was to select the students based on the inclusion and exit criteria in the experimental design. For this purpose, 30 students were selected and randomly divided into experimental (n = 15) and control (n =15) groups. To collect the data, the California Standard Individual and Social Adjustment Questionnaire (CPI) were used. To analyze the data in the inferential section, multivariate analysis of covariance test and spss24 software at a significance level of 0.05 were used.
Findings: The results showed that the mean of individual and social adjustment in the experimental group increased significantly after training and there was a significant difference in the post-test scores of individual and social adjustment of the "experimental group" compared to the "control group"(P<0/001).
Conclusion: The PRIZ creativity training program has a significant effect on improving the level of individual-social adjustment of female students.
Methodology: The research method was quasi-experimental with pre-test and post-test design and control group. The statistical population of the study included all female students in the first year of Shabestar high school in the academic year of 2018-19, numbering 1524 people. The sampling method was multi-stage cluster random sampling to select the school and the purposeful method was to select the students based on the inclusion and exit criteria in the experimental design. For this purpose, 30 students were selected and randomly divided into experimental (n = 15) and control (n =15) groups. To collect the data, the California Standard Individual and Social Adjustment Questionnaire (CPI) were used. To analyze the data in the inferential section, multivariate analysis of covariance test and spss24 software at a significance level of 0.05 were used.
Findings: The results showed that the mean of individual and social adjustment in the experimental group increased significantly after training and there was a significant difference in the post-test scores of individual and social adjustment of the "experimental group" compared to the "control group"(P<0/001).
Conclusion: The PRIZ creativity training program has a significant effect on improving the level of individual-social adjustment of female students.
Type of Study: Research Article |
Subject:
Special
Received: 2020/05/26 | Accepted: 2020/05/26 | Published: 2020/05/26
Received: 2020/05/26 | Accepted: 2020/05/26 | Published: 2020/05/26
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