The Effect of Teaching Critical and Creative Thinking Skills on the Locus of Control and Psychological Well-being in Adolescents

AbstractThe purpose of this study is to examine the effect of teaching critical and creative thinking skills on the locus of control and psychological well-being in high school students. In an experimental study 40 students that were selected using random multilayer sampling, were divided into test and control groups. On pre-test stage, they responded to locus of control questionnaire of Rotter (1966), and Ryff scale of psychological well-being (1989). The tests were organized in group form. In later stages of research, the test group through 10 educational sessions (20hours) was taught thinking skills (creative and critical) and it is noteworthy that no education was given to a control group. Upon completion of educational sessions, in post- test stage, both test and control groups were tested with California critical thinking skills test B (1990), Abedi creativity inventory (1996) and questionnaires of pre-test. Statistical method of independent t-test showed significant increase in creative thinking and critical thinking in post-test of the experimental group. Furthermore, Multivariate analysis of covariance (MANCOVA) showed a significant increase in internal locus of control and psychological well-being (p < 0.05)

Effect of Relaxation Training on Working Memory Capacity and Academic Achievement in Adolescents

AbstractIn an experimental study 40 girl students of 7th grade were selected using random cluster sampling from one middle school in Tehran and divided into test and control groups by random assignment. Initially they were assessed by working memory capacity test (Daneman & Carpenter, 1980). Then, the test group through 12 educational sessions (one hour sessions, 3 sessions per week) was taught relaxation techniques, and it is noteworthy that no education was given to a control group. Upon completion of educational sessions, both test and control groups were assessed again with the working memory capacity test. In the case of the academic achievement, the Grade Point Average (GPA) of the first semester for pre-test and the GPA of the second semester for post-test were used. Multivariate analysis of covariance showed that relaxation training increase working memory capacity and its components, storage and processing, and academic achievement. Therefore, relaxation training is a useful technique for student progress