Document Type : Extracted from Treatise


1 PhD Student, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

2 Assistant Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran



Purpose: Students spend an important part of their lives in school. In this period, special opportunities are provided for their cultivation and growth. The subject of creativity is one of these opportunities that, if formed in this period, will have favorable consequences in various cognitive, social, and psychological aspects, and will increase the chances of success in life. Creativity includes talent, initiative and creating, which exists potentially in every person and at every age and is closely related to the socio-cultural environment. Creativity has also been defined as those mental activities that lead to unique and new solutions, ideas, conceptualizations, artistic forms and theories. The aim of this study was to determine the effectiveness of time management on school commitment and creativity of female high school students in Ahvaz.
Methodology: The present study was applied in terms of purpose and pre-test and post-test semi-experimental design with control group. The statistical population of this study included all high school students (second) in Ahvaz in the academic year 2018-19-, which was determined from 3 districts of the city, district 2 and then 50 students were randomly selected. The selected samples were assigned to two experimental groups (n = 25) and the control group (n = 25). The research instruments included the fear intervention time management educational program (2008), the Torrance Creativity Test Questionnaire (MPPT) and the Abedi School Commitment Questionnaire (2009). The validity of the questionnaire was obtained by content validity and its reliability by Cronbach's alpha test method of 0.91. Time management intervention sessions (during 2 months and 7 sessions) were performed for the experimental group and no training was provided to the control group during this period. Descriptive statistics (frequency, mean and standard deviation) and inferential statistical methods (analysis of covariance of univariate and multivariate with Spss24 software) were used to analyze the data.
Findings: The results showed that the effect of time management intervention on school commitment and students' creativity in the experimental group increased significantly compared to the control group and this difference continued (p <0.01).
Conclusion: Considering the effect of time management on school commitment and students' creativity, planners of the educational system should include skill courses such as planning and time management in the secondary school curriculum in order to improve life skills along with the topics of the course.


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