رابطه خلاقيت و سازگاري اجتماعي با عملكرد تحصيلي دانش آموزان متوسطه شهر زنجان

The relationship between Creativity and Social Adaptively with the Academic Performance of the High School Students in Zanjan City

هدف اين پژوهش بررسي رابطه خلاقيت و سازگاري اجتماعي با عملكرد تحصيلي دانش ‌آموزان متوسطه شهر زنجان مي‌باشد. جامعه آماري، دانش ‌آموزان دوم دبيرستان رشته رياضي ـ فيزيك‌ و نمونه آن 202 نفر كه داده‌ها از طريق پرسشنامه سازگاري اجتماعي كاليفرنيا و خلاقيت عابدي جمع‌آوري و مورد تحليل آماري قرار گرفت و نتايج زير به دست آمد: بين خلاقيت و ابعاد آن با عملكرد تحصيلي رابطه مثبت و معنادار وجود دارد. بين سازگاري اجتماعي با عملكرد تحصيلي رابطه مثبت و معنادار وجود دارد. در ابعاد سازگاري اجتماعي قالب اجتماعي، مهارت اجتماعي، روابط خانوادگي، روابط مدرسه‌اي و روابط اجتماعي با عملكرد تحصيلي رابطه مثبت و معنادار وجود داشت و تنها بعد علايق ضد ‌اجتماعي با عملكرد تحصيلي رابطه منفي و معنادار دارد. بين پسران و دختران در عملكرد تحصيلي تفاوت معنادار وجود ندارد. در ابعاد سازگاري اجتماعي در علايق ضداجتماعي تفاوت معنادار مشاهده نشد. در خلاقيت و بعد انعطاف‌ پذيري تفاوت معنادار به نفع دختران مشاهده شد و در ابعاد سيالي، بسط و ابتكار تفاوت معناداري مشاهده نشد. از بين سازگاري اجتماعي و ابعاد آن، تنها سازگاري اجتماعي (27%) و خلاقيت و ابعاد آن تنها خلاقيت (24%) توان پيش ‌بيني عملكرد تحصيلي را دارند.

This study aimed at investigating the relationship between creativity, social adaptability and academic performance of Zanjan high school students. The statistical population consisted of all grade two high school students in the field of Mathematics and Physics. In order to do the research, 202 students were selected. The data were collected employing California Social Adaptability Questionnaire and Abedi Creativity Questionnaire. The studentsʹ first semester overall average was used as academic performance. The data analysis showed that: there was a significant positive relationship between creativity, its dimensions and academic performance; a positive significant relationship was between social adaptability and academic performance. Among social adaptability dimensions, social form, social skills, family relationship, school relationship and social relationship were positively and significantly related to academic performance. There was only a negative significant relationship between anti-social desires and academic performance. There was no significant difference observed between boys and girls in terms of academic performance. No significant difference was observed among social adaptability dimensions, anti –social desires. In terms of creativity and flexibility dimensions, there was a significant different in favor of the girls, and no significant difference was observed concerning fluency and elaborator and inventiveness. Among social adaptability and its dimensions, only social adaptability and among creativity and its dimensions, and creativity were the predictors of academic performance (0.027) and (0.024) respectively.