Accepted Manuscript Title: Can a Creative Interpersonal Problem Solving Program Improve Creative Thinking in Gifted Elementary Students? Authors: Leila Kashani-Vahid, GolamAli Afrooz, Mohsen Shekoohi-yekta, Kamal Kharrazi, Bagher Ghobari PII: DOI: Reference:
S1871-1871(17)30030-5 http://dx.doi.org/doi:10.1016/j.tsc.2017.02.011 TSC 419
To appear in:
Thinking Skills and Creativity
Received date: Revised date: Accepted date:
26-1-2016 14-12-2016 2-2-2017
Please cite this article as: Kashani-Vahid, Leila., Afrooz, GolamAli., Shekoohi-yekta, Mohsen., Kharrazi, Kamal., & Ghobari, Bagher., Can a Creative Interpersonal Problem Solving Program Improve Creative Thinking in Gifted Elementary Students?.Thinking Skills and Creativity http://dx.doi.org/10.1016/j.tsc.2017.02.011 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
Can a Creative Interpersonal Problem Solving Program Improve Creative Thinking in Gifted Elementary Students?
Leila Kashani-Vahid, Ph.D School of Psychology and Special Education, University of Tehran1 GolamAli Afrooz, Ph.D Distinguished Professor, School of Psychology and Special Education, University of Tehran Mohsen Shekoohi-yekta, Ph.D, Associate professor, School of Psychology and Special Education, University of Tehran Kamal Kharrazi, Ph.D, Professor, School of Psychology and Special Education, University of Tehran Bagher Ghobari, Ph.D Professor, School of Psychology and Special Education, University of Tehran
1.
Leila Kashani-Vahid. Tel: 09821-22974289 E-mail address: [email protected]
CREATIVE INTERPERSONAL PROBLEM SOLVING PROGRAM
Abstract Enhancing problem solving skills of gifted students provides them with essential tools for encountering future situations. Due to the necessity of problem solving skills in the lives of the gifted students, and inspired by the CPS model, along with parents need assessment surveys, a creative interpersonal problem solving training program was developed. Furthermore, its effectiveness on creativity of the elementary gifted students was evaluated. The design of the study was semi-experimental with pretest-post-test and control group. 125 female elementary students were screened by Raven Progressive Matrix of Intelligence and Persian version of Stanford-Binet test of intelligence. Those who qualified as gifted were randomly assigned into the experiment and control groups. The experimental group participated in the creative interpersonal problem solving program, and the control group did not receive the training, but was scheduled to receive the training program after the end of the research. While Torrance Test of Creative Thinking (Torrance, 1990, standardized Persian version, 1993 & 2008) was administered to measure creative thinking, creative performance was measured through Teacher Creativity Checklists (Johnson, 1979; and Proctor and Burnett 2002). The obtained data were analyzed using Repeated Measures Analysis of the Variance. The findings showed significant differences (p
S1871-1871(17)30030-5 http://dx.doi.org/doi:10.1016/j.tsc.2017.02.011 TSC 419
To appear in:
Thinking Skills and Creativity
Received date: Revised date: Accepted date:
26-1-2016 14-12-2016 2-2-2017
Please cite this article as: Kashani-Vahid, Leila., Afrooz, GolamAli., Shekoohi-yekta, Mohsen., Kharrazi, Kamal., & Ghobari, Bagher., Can a Creative Interpersonal Problem Solving Program Improve Creative Thinking in Gifted Elementary Students?.Thinking Skills and Creativity http://dx.doi.org/10.1016/j.tsc.2017.02.011 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
Can a Creative Interpersonal Problem Solving Program Improve Creative Thinking in Gifted Elementary Students?
Leila Kashani-Vahid, Ph.D School of Psychology and Special Education, University of Tehran1 GolamAli Afrooz, Ph.D Distinguished Professor, School of Psychology and Special Education, University of Tehran Mohsen Shekoohi-yekta, Ph.D, Associate professor, School of Psychology and Special Education, University of Tehran Kamal Kharrazi, Ph.D, Professor, School of Psychology and Special Education, University of Tehran Bagher Ghobari, Ph.D Professor, School of Psychology and Special Education, University of Tehran
1.
Leila Kashani-Vahid. Tel: 09821-22974289 E-mail address: [email protected]
CREATIVE INTERPERSONAL PROBLEM SOLVING PROGRAM
Abstract Enhancing problem solving skills of gifted students provides them with essential tools for encountering future situations. Due to the necessity of problem solving skills in the lives of the gifted students, and inspired by the CPS model, along with parents need assessment surveys, a creative interpersonal problem solving training program was developed. Furthermore, its effectiveness on creativity of the elementary gifted students was evaluated. The design of the study was semi-experimental with pretest-post-test and control group. 125 female elementary students were screened by Raven Progressive Matrix of Intelligence and Persian version of Stanford-Binet test of intelligence. Those who qualified as gifted were randomly assigned into the experiment and control groups. The experimental group participated in the creative interpersonal problem solving program, and the control group did not receive the training, but was scheduled to receive the training program after the end of the research. While Torrance Test of Creative Thinking (Torrance, 1990, standardized Persian version, 1993 & 2008) was administered to measure creative thinking, creative performance was measured through Teacher Creativity Checklists (Johnson, 1979; and Proctor and Burnett 2002). The obtained data were analyzed using Repeated Measures Analysis of the Variance. The findings showed significant differences (p
