ﻪﻠﺠﻣ يرﺎﺘﻓر مﻮﻠﻋ
هرود 4 هرﺎﻤﺷ ، 3 ، ﺰﻴﻳﺎﭘ 1389
Vol. 4, No. 3, Fall 2010
تﺎﺤﻔﺻ : 213 -207
Pages: 207-213
ﻲﺸﻫوﮋﭘ ﻪﻟﺎﻘﻣ
Original Article
نﺎﻳﻮﺠﺸﻧاد رد ﻲﻨﻫذ ﻲﺘﺴﻳﺰﻬﺑ و ﺖﻴﻗﻼﺧ ﻪﻄﺑار
Relationship between creativity and subjective well-being
in university students
ﺖﻓﺎﻳرد ﺦﻳرﺎﺗ :
18 / 6 / 88 شﺮﻳﺬﭘ ﺦﻳرﺎﺗ
: 11 / 2 / 89
Recieved: 2009/09/09 Accepted: 2009/05/01
Peyvastegar M. PhD, Dastjerdi E. MSc, Dehshiri
Gh. R. PhD
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Abstract
Introduction: It is necessary to notice the relationship between subjective well-being and creativity. University students’ success in their activities can highly depend on their satisfaction with quality of life and their creativity. The purpose of present study was to investigate the relationship between creativity and subjective well-being among Al-Zahra university students.
Method: This correlation study was performed on 300 subjects selected among Al-Zahra university students in year 2009 based on available sampling. Abedi creativity test was used in order to assess students’ creativity and subjective well-being was measured by adult subjective well-being questionnaire which evaluates emotional, psychological and social dimensions of subjective well-being. Data was analyzed using descriptive statistics, Pearson correlation coefficient and stepwise regression by SPSS 31 software.
Results: There was a significant correlation between creativity and subjective well-being (r=0.46; p<0.01). The results of stepwise regression showed that among components of creativity, fluency and flexibility, in general, explained for 25% of the variance in subjective well-being. The other components of creativity hadn’t played an important role in subjective well-being. Conclusion: Having a delightful mentality and satisfaction with living conditions may have an important effect on original and new acts and insights. Furthermore, positive emotions also can be created from these new acts and insights.
Keywords: Creativity, Subjective Well-Being, Pearson Correlation, Stepwise Regression
ناور هوﺮﮔ ناور و ﻲﺘﻴﺑﺮﺗ مﻮﻠﻋ هﺪﻜﺸﻧاد ،ﻲﺳﺎﻨﺷ اﺮﻫﺰﻟا هﺎﮕﺸﻧاد ،ﻲﺳﺎﻨﺷ
) س ( ناﺮﻳا ،ناﺮﻬﺗ ،
1 ناور هوﺮﮔ ،ﻲﺳﺎﻨﺷ ناور و ﻲﺘﻴﺑﺮﺗ مﻮﻠﻋ هﺪﻜﺸﻧاد اﺮﻫﺰﻟا هﺎﮕﺸﻧاد ،ﻲﺳﺎﻨﺷ
) س ( ناﺮﻳا ،ناﺮﻬﺗ ،
2 ناور هوﺮﮔ ناور و ﻲﺘﻴﺑﺮﺗ مﻮﻠﻋ هﺪﻜﺸﻧاد ،ﻲﺳﺎﻨﺷ ناﺮﻬﺗ ،ﻲﺋﺎﺒﻃﺎﺒﻃ ﻪﻣﻼﻋ هﺎﮕﺸﻧاد ،ﻲﺳﺎﻨﺷ
ناﺮﻳا ، Corresponding Author:Department of
Psychology, Faculty of Educational Sciences & Psychology, AlZahra University, Tehran, Iran
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