الدافع المعرفي والبيئة الصفية وعلاقتهما بالتفكير الإبداعي لدى طلبة الصف العاشر بمحافظة الداخلية في سلطنة عمان

Abstract

The present study aimed to verify the level of each of the cognitive motivation, the classroom environment, and creative thinking among the tenth-grade students in Ad-Dakhiliyah Governorate, and to verify the existence of a statistically significant relationship between cognitive motivation, classroom environment, and creative thinking. This study to examined significant gender differences in the cognitive motivation, classroom environment, and creative thinking, and as well as verifying the the predictors (cognitive motivation, classroom environment, and gender) of the students’ creative thinking level. In addressing the objectives of the current study, three instruments were used by this study (the cognitive motivation scale, the classroom environment scale, and the creative thinking scale). The sample of the study consisted of (200) male and (200) female students, distributed among (8) schools for females, and (8) schools for males, who were chosen by the simple random method, in cooperation with the General Directorate of Education in the Governorate of Ad-Dakhiliyah. In order to answer the study questions, the researcher used descriptive statistic (means and standard deviations), multiple regression analysis, and independent t-tests, Pearson Correlation Coefficient. The Cronbach Alpha test was employed to ensure the stability of the study tools. The results of the study showed that the general level of cognitive motivation, the classroom environment, and creative thinking among the tenth-graders in Ad-Dakhiliyah Governorate is at the average level. The results of the study also showed that there is a statistically significant relationship between cognitive motivation and creative thinking, and the classroom environment and creative thinking. There is no significant relationship between the cognitive motivation variable and the classroom environment. The results of the study also showed that there is significant gender differences with regard to the measures of cognitive motivation, classroom environment, and creative thinking which is in favor of females. This study also found that cognitive motivation and gender are the best predictors of the students’ creative thinking.