fa مقایسه تأثیر سه روش پرورش خلاقیت در افزایش خلاقیت دانش‌آموزان پایه دوم راهنمایی روانپزشکی و روانشناسی Psychiatry and Psychology پژوهشي اصيل Original Research <p class="MsoNormal" style="TEXT-JUSTIFY: kashida MARGIN: 0cm 0cm 0pt DIRECTION: ltr LINE-HEIGHT: 14.5pt unicode-bidi: embed TEXT-ALIGN: justify TEXT-KASHIDA: 0% mso-line-height-rule: exactly"><b><span style="FONT-SIZE: 10pt FONT-FAMILY: "Arial Black" mso-bidi-font-family: 'B Lotus'">Abstract<p></p></span></b></p><p class="MsoNormal" style="TEXT-JUSTIFY: kashida MARGIN: 0cm 0cm 0pt DIRECTION: ltr LINE-HEIGHT: 14.5pt unicode-bidi: embed TEXT-ALIGN: justify TEXT-KASHIDA: 0% mso-line-height-rule: exactly"><font face="Times New Roman"><b><u><span style="FONT-SIZE: 9pt LETTER-SPACING: -0.2pt mso-bidi-font-family: 'B Lotus'">Objectives</span></u></b><b><span style="FONT-SIZE: 9pt LETTER-SPACING: -0.2pt mso-bidi-font-family: 'B Lotus'">:</span></b><span style="FONT-SIZE: 9pt LETTER-SPACING: -0.2pt mso-bidi-font-family: 'B Lotus'"> This research was conducted with the objective</span><span style="FONT-SIZE: 9pt mso-bidi-font-family: 'B Lotus'"> of examining the effect of three methods of creativity <span style="LETTER-SPACING: -0.3pt">development (brain storming, forced association and synectics)</span> on creativity development in second grade guidance school students in Shahrekord. <b><u>Method</u>:</b> The present study was a pretest-posttest experimental design with control group. To measure the dependent variable, namely, creativity, Torrance Tests of Creative Thinking (Form B) were used. In this study, 80 second grade guidance school students (40 boys and 40 girls) were randomly selected and divided into four groups (brain <span style="LETTER-SPACING: -0.1pt">storming, forced association, synectics and control group).</span> <b><u>Results</u>:</b> Results revealed significant differences between pretest and posttest scores of all groups except the control group (brain storming, p<0.05 synectics, p<0.01 forced association, p<0.05). Also, the difference between the methods of creativity development was not significant in other words, none of the creativity methods were superior to the others. However, there was a significant difference between the control group and the three training groups <span style="LETTER-SPACING: -0.2pt">(p<0.001). <b><u>Conclusion</u>:</b> Regardless of the method, creativity</span> training can lead to an increase in students creativity.<p></p></span></font></p> پرورش خلاقیت؛ بارش فکری؛ ارتباط اجباری؛ سینکتیکس؛ نوجوانی creativeness; development; adolescent 57 62 http://ijpcp.iums.ac.ir/browse.php?a_code=A-10-1-336&slc_lang=fa&sid=1 Ali Akbar Sharifi علی اکبر شریفی E-mail: aliakbarsharifi@yahoo.com 180031947532846002766 180031947532846002766 Yes Roghieh Davari رقیه داوری 180031947532846002767 180031947532846002767 No