ارزیابی مدل خردمندی براساس هوش موفق و بهزیستی روانشناختی با نقش میانجی آفرینندگی در دانش آموزان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف از پژوهش حاضر، بررسی ارزیابی مدل خردمندی براساس هوش موفق و بهزیستی روانشناختی با نقش میانجی آفرینندگی در دانش آموزان بود. مطالعه حاضر از نوع همبستگی بود. جامعه آماری در این پژوهش شامل دانش آموزان دوره متوسطه شهر اراک در سال تحصیلی 1403-1402 بودند. تعداد 500 نفر با روش نمونه گیری دردسترس (شیوه آنلاین) انتخاب شد. ابزار گردآوری داده های پژوهش شامل مقیاس کوتاه شده خردمندی، پرسشنامه هوش موفق، مقیاس بهزیستی روانشناختی و پرسشنامه آفرینندگی بود. تحلیل آماری داده ها با داده ها با استفاده از همبستگی پیرسون و مدل یابی معادلات ساختاری انجام شد. یافته های پژوهش نشان داد آفرینندگی در رابطه بین هوش موفق و بهزیستی روانشناختی با خردمندی نقش میانجی جزئی و معنادار دارد. همچنین، اثرات مستقیم هوش موفق، بهزیستی روانشناختی و آفرینندگی بر خردمندی معنادار بود. افزون بر این، مدل نهایی پژوهش از برازش مطلوبی برخوردار بود و 46 درصد خردمندی به وسیله هوش موفق و بهزیستی روانشناختی با نقش میانجی آفرینندگی تبیین می شود؛ بنابراین، خردمندی دانش آموزان متأثر از هوش موفق و بهزیستی روانشناختی و آفرینندگی است. براساس نتایج این پژوهش می توان نتیجه گرفت خردمندی متأثر از هوش موفق، بهزیستی روانشناختی و آفرینندگی است و از این یافته ها می توان در جهت بالابردن سطح خردمندی دانش آموزان استفاده کرد.Developing a Model of Wisdom Based on Successful Intelligence and Psychological Well-Being in Students: The Mediating Role of Creativity
The purpose of the present study was to develop a model of wisdom based on successful intelligence and psychological well-being in students with the mediating role of creativity. The present study employed a correlational design and the statistical population in this study included high school students of Arak, Iran in academic year of 2022-2023. The sample selected using convenience sampling, which led to the recreuiment of 500 students. Data collection tools included the wisdom scale, successful intelligence questionnaire, psychological well-being scale and creativity questionnaire. Data were analyzed using Pearson correlation and structural equations modeling. The results showed that creativity had a partial mediating role in relationship between successful intelligence and psychological well-being with wisdom. Also, findings showed that the direct effect of successful intelligence, psychological well-being and creativity were significant on wisdom. Proposed model had an acceptable fitness to the data and the analyses also revealed that %46 of variance of wisdom was explained by successful intelligence and psychological well-being through the mediating role of creativity. Based on the results of this study, it can be concluded that wisdom is affected by successful intelligence, psychological well-being, and creativity and these findings can be used to increase the level of wisdom of students.
Introduction*
Wisdom is a complex and multifaceted personality trait (Bangen et al., 2013, Leeman et al., 2022) that includes insight, emotional regulation, pro-social behaviors, decisiveness, social advising, and tolerance or acceptance for divergent values (tolerance or acceptance of different perspectives and opinions) (Thomas et al., 2022). In the balance theory of wisdom proposed by Sternberg, it is believed that wisdom is born of successful intelligence and tacit knowledge (Sternberg, 2019). Successful intelligence, psychological well-being, creativity, and wisdom can be related to each other and interact in solving life problems. Therefore, conducting a study to identify the factors affecting students' wisdom by considering the mediating role of creativity in the relationship between successful intelligence and psychological well-being with wisdom is important and necessary. Therefore, considering the aforementioned, this study aimed to answer the question of whether creativity could have a mediating role in the relationship between successful intelligence and psychological well-being with wisdom in students.
Method
The present study used a correlational design. The statistical population in this research included high school students of Arak, Iran in academic year of 2022-2023. The sample size was selected based on Kline model (2023) and with convenience sampling (online method), which led to the selection of 500 students. Informed consent to respond was a condition for answering the research questions, and failure to complete the questionnaire was a criterion for exclusion from the study. Data were analyzed using Pearson correlation and structural equations modeling. All participants completed the following questionnaires. San Diego Wisdom Scale: This 7-item scale was designed by Thomas et al. (2022) for wisdom. Cronbach's alpha coefficient for all questions was 0.74 and in the present study, Cronbach's alpha coefficient for all questions was 0.82. Successful Intelligence Questionnaire: This 36-item scale was designed by Grigorenko and Sternberg (2002) for wisdom. The reliability of the tool in original study for all questions was 0.74 and in the present study, Cronbach's alpha coefficient of all questions was 0.85. Psychological Well-being Scale: This 18-item scale was designed by Ryff (1989) was used to measure well-being. The reliability of the tool in original study was 0.72. In the present study, Cronbach's alpha coefficient for all questions was 0.71. Creativity Questionnaire: This 60-item scale was designed by Abedi (1993) for measuring creativity. The reliability of the tool in the present study, as measured by Cronbach's alpha, was 0.90.
Results
All participants in this study were in their second year of high school. 182 (36.4%) were in the 10th grade, 146 (29.2%) were in the 11th grade, and 172 (34.4%) were in the 12th grade. The mean age of the participants was 17.01 and the standard deviation of age was 0.875. The results showed that creativity had a partial mediating role in relationship between successful intelligence and psychological well-being with wisdom. Also, findings showed that the direct effect of successful intelligence, psychological well-being and creativity were significant on wisdom. The structural equation model fit results showed that the research model had a desirable overall fit. Figure 1 presents the structural research model.
Figure 1
Structural Research Model
Table 1
Fit Indicators of the Research Model
Measure
Threshold
acceptable value
CMIN
180.901
-
DF
72
-
CMIN/DF
2.512
<3
Sig
0/001
-
RMSEA
0.058
<0.08
SRMR
0.021
PCLOSE
0.001
>0.90
CFI
0.961
>0.90
AGFI
0.972
>0.90
PCFI
0.741
>0.60
PNFI
0.716
>0.60
IFI
0.965
>0.90
GFI
0.940
>0.90
NFI
0.935
>0.90
The standardized root means squared residual (SRMR) was 0.021, whereby values ≤0.08 indicate an acceptable fit. Finally, a root mean square error of approximation (RMSEA) of 0.058 was obtained, whereby RMSEA values ≤0.08 indicate an acceptable fit.
Conclusion
High-level reasoning and rich knowledge related to life are practically applied in real-life contexts, and this application has positive effects in promoting a good life for the individual and others. Therefore, it is not a far-fetched finding that psychological well-being, with the mediating role of creativity, explains part of the changes in wisdom. The use of convenience sampling was the most important limitation of the study. Researchers are suggested to design interventions based on the variables of creativity, successful intelligence and psychological well-being to promote the wisdom in students. Also, wisdom focuses on the application of tacit knowledge through the balance between multiple interests of the individual, interpersonal and supra-individual in order to achieve a balance between adapting to existing environmental contexts, shaping existing environmental contexts and selecting new environmental contexts that are influenced by values, in order to achieve a common good. Transformative creativity can help the individual achieve this balance. Transformative creativity be directed inward (self-interest), outward (common good and public interest) or both, which greatly contributes to the wisdom of the individual.
This study also included a community sample of students. It would be interesting to see whether the findings are replicated in non-student samples. The present study only examined creativity as a mediating mechanism in the relationship between psychological well-being and successful intelligence with wisdom. However, some other mediating variables such as critical thinking, cognitive intelligence can also be considered. Accordingly, educational psychologists working in the field of wisdom in educational counseling centers and schools should consider providing workshops such as psychological well-being education, successful intelligence education, and creativity education (of the transformational type) in schools under the supervision of the educational organizations to help improve higher-level cognitive processes such as students' wisdom.
Ethical Considerations
Compliance with ethical guidelines
This study was conducted by Declaration of Helsinki. Informed consent was obtained from all students before their inclusion in the study
Authors’ contribution: All authors contributed to the preparation of the final manuscript. The first author contributed to the “drafting” and “editing” of the manuscript, respectively. On the other hand, the second author completed the “discussion and conclusion” and “methodology” sections, respectively
Conflict of interest: According to the authors, this article has no funding or conflict of interest.
Funding: The study was conducted without the funding of any institution or organization.
Acknowledgments: The authors would like to express their gratitude to all the people who participated in the research
<br /><br /><br />
*. Corresponding author
تبلیغات
