نوع مقاله : مقاله پژوهشی
نویسندگان
1 ایران قم دانشگاه قم دانشکده ادبیات و علوم انسانی گروه روانشناسی تربیتی
2 گروه روانشناسی تربیتی دانشکده ادبیات و علوم انسانی دانشگاه قم قم ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Abstract
Objective: This research aimed to investigate the effectiveness of Media Literacy Training (MLT) on the self-control and creativity of sixth-grade female elementary school students in District 1 of Qom.Method: The current research is applied in terms of its objective and utilizes a quasi-experimental design with a pretest-posttest control group design. The statistical population included all sixth-grade female students in Qom during the 2024-2025 academic year. The research sample consisted of 52 female students, selected via convenience sampling from Shahid Mohammad Ali Qomi Elementary School. These individuals were randomly assigned to two groups: the experimental group ($n=26$) and the control group ($n=26$). A pretest was administered to both the experimental and control groups before the MLT. The MLT (twelve 45-minute sessions, two sessions per week), based on the Barán Media Training Center's Media Literacy Elementary curriculum, was administered to the experimental group, while the control group received no training. A posttest was administered to both groups upon completion of the sessions. Inferential statistics, specifically Multivariate Analysis of Covariance (MANCOVA) and Univariate Analysis of Covariance (ANCOVA), were used for data analysis via SPSS-27 statistical software. Measurement Instruments: Tangney et al.'s Self-Control Scale (2004): This scale, designed by Tangney, Baumeister, and Boone in 2004, consists of 36 items. The items utilize a five-point Likert scale, ranging from 1 (Not at all true of me) to 5 (Very true of me). The reliability and validity of Tangney's Self-Control Questionnaire were confirmed in the study by Mousavi-Moghaddam et al. (2015), with a Cronbach's alpha coefficient of $0.84$. In the Tangney et al. (2004) study, the validity of the scale was confirmed by assessing its correlation with measures of academic achievement, adjustment, positive relationships, and interpersonal skills. Its reliability was also reported using Cronbach's alpha on two samples ($0.83$ and $0.85$).Abedi Creativity Questionnaire (1984/1993): This scale, constructed by Abedi (1993) in Tehran based on Torrance's theory of creativity, was initially administered to a sample of 650 third-grade guidance school students in Tehran. In 1986, Abedi and Schumacher reconstructed the test items in the USA due to a lack of access to the original version. The new version underwent several revisions by colleagues and was first described by Anil et al. (1994). This instrument has 60 three-option questions, comprised of four subscales: Fluency, Elaboration, Originality, and Flexibility. A score of 1 indicates low creativity, 2 indicates average creativity, and 3 indicates high creativity. The sum of scores obtained in each subscale represents the subject's score in that component, and the total score across the four subscales represents the subject's overall creativity score. The range for the total creativity score is between 60 and 180. The reliability of the Abedi Creativity Test, determined through test-retest in 1984 on middle school students in Tehran, yielded the following reliability coefficients for the four sections: Fluency $0.85$, Originality $0.82$, Flexibility $0.84$, and Elaboration $0.80$. The internal consistency using Cronbach's alpha for the subscales of Fluency, Flexibility, Originality, and Elaboration was reported as $0.75$, $0.66$, $0.61$, and $0.61$, respectively, on a sample of 2270 Spanish students. Furthermore, the test's reliability was reported by Abedi ($0.85$) and by Shokrkon and Kefayat (1994) and Mobini (2000) using the split-half method and Cronbach's alpha for the entire test, ranging from $0.81$ to $0.87$.Findings: The results indicated that MLT had a positive effect on the self-control of the elementary sixth-grade students in the experimental group ($F_{(1, 49)} = 6.92, P = 0.011$). The results also demonstrated that MLT had a positive effect on the creativity of the elementary sixth-grade students in the experimental group ($F_{(1, 49)} = 118.23, P < 0.001$). In terms of the creativity components, the mean scores for Fluency, Originality, and Flexibility in the experimental group were higher than in the control group, and a significant difference was observed between the two groups ($P < 0.05$). However, no significant difference was found between the two groups for the Elaboration component ($P = 0.056$). Accordingly, fundamental steps can be taken to increase students' self-control and creativity by designing interventions based on media literacy training.
Keywords: Media Literacy, Self-Control, Creativity, Fluency, Elaboration, Originality, Flexibility, Elementary Students
کلیدواژهها [English]
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