Taḥqīqāt-i ̒Ulūm-i Raftārī (Oct 2023)
Comparing the Effectiveness of Creativity Training and Learning Strategies Training on Optimism and Adaptive Performance of Procrastinating Female Students
Abstract
Aim and Background: One of the most important concerns of education today is to increase the quality of learning in students and solve their learning problems. Among the factors that can be effective in this field is procrastination. Based on this, the aim of the current research was to compare the effectiveness of creativity training and learning strategies training on optimism and adaptive social performance of procrastinating female students. Materials and Methods: The present study was a semi-experimental study with a pre-test-post-test design with a control group and a follow-up period. The statistical population included all second high school female students of Arak city in the academic year of 1998, numbering 13,700 people. Out of this number, 60 students whose academic procrastination score was low were selected by purposeful sampling and randomly assigned to three groups, two experimental groups and one experimental group (20 people in each group). The first experiment group received the research educational intervention including the creativity training program based on the Pirkhafi model (2013) and the second experiment group received learning strategies training based on the Kerami and Amirtimori model (2013). In this research, procrastination, optimism and adaptive performance questionnaires were used. Also, multivariate covariance analysis was used to analyze the data.. Findings: The results of the analysis showed that in the field of creativity training and learning strategies training, there is a significant difference between the experimental and control groups in the level of academic vitality and self-efficacy, and there is also a significant difference in the comparison of the effectiveness of the training in favor of creativity training (p≤0.001). Conclusion: The results of the present study indicated that teaching creativity and learning strategies promotes optimism and adaptive performance in procrastinating female students
