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IRCT20260823070758N1 IRCT 2026-08-24 Islamic Azad University The effectiveness of divergent thinking training The effectiveness of divergent thinking training on creativity, self-confidence, and self-efficacy 2026-09-11 anticipated 30 Complete https://irct.ir/trial/92747 interventional Randomization: Randomized, Blinding: Double blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: In this study, simple randomization method is used to assign participants to two experimental and control groups. The randomization unit in this study is female high school students in Izeh city who are eligible to enter the study. First, a complete list of volunteer students who have been selected based on the study entry criteria is prepared. Then, each participant is assigned a unique numerical identification code. These codes are entered into the Random Number Generator software and a random number is generated for each individual. After generating these numbers, the participants are sorted in ascending order based on the value of the random number. Then, the individuals are assigned to two groups; sequentially, the first 15 people on the list are assigned to the experimental group (divergent thinking training) and the next 15 people are assigned to the control group. With this method, the order of entry into the study and the researcher's knowledge of the participants will not play any role in determining the group. To conceal allocation, the person responsible for entering data and performing the randomization process in the software will be independent of the training facilitator and the assessors of the creativity, self-confidence, and self-efficacy variables and will not have the opportunity to know the process of implementing the sessions or changes in the allocation of individuals. Also, the identification codes of the students will be kept confidential and separate from their other personal and educational information. Therefore, it will not be possible to predict the assigned group for each student before the randomization process, Blinding description: In order to control bias and improve internal validity of the study, this study was designed with a double-blind protocol; in this way, the educational instructors, outcome assessor, and data analyst will be kept unaware of the allocation of female students to the experimental and control groups. In this process, the outcome assessor will collect data at all stages of the pretest, posttest, and follow-up, without knowing the assigned group of the participants, in order to prevent bias in the measurement; also, all raw data will be provided to the statistical analyst with anonymous codes (such as groups 1 and 2), and the true nature of the groups will not be revealed until the end of the data analysis process. All allocation steps will be performed by an individual independent of the research team, and decoding of allocation codes will be done only after the final completion of the statistical analyses. N/A Self-esteem problems in adolescents. Intervention 1: Intervention group: Divergent thinking training sessions will be based on the educational protocol of Badri et al. 2013. The sessions of this intervention will be conducted in 12 90-minute sessions (one session per week) in a group for the experimental group. Divergent thinking training is an approach that aims to expand mental horizons, break rigid cognitive patterns, and improve the skills of generating new and diverse ideas. It helps female students solve their personal and academic problems by replacing stereotyped and convergent thought patterns with responses based on flexibility and intellectual originality, and pave the way for the promotion of creativity, self-confidence, and self-efficacy. This approach has main educational axes that lead to the improvement of the four dimensions of creative thinking (fluency, flexibility, originality, and expansion); These axes include: creating a safe cognitive space and explaining the concept of divergent versus convergent thinking, teaching individual and group brainstorming techniques without making quick judgments, strengthening the skill of mental fluidity through maximum production of ideas and unconventional applications for objects, strengthening mental flexibility by redefining problems and changing perspectives, teaching techniques for expanding ideas and paying attention to fine details, using analogy, metaphor, and SCAMPER techniques to foster innovation and originality in idea generation, identifying and modifying emotional and psychological barriers to creativity (such as fear of making mistakes and being judged by others) to promote self-efficacy beliefs and self-confidence, and finally implementing practical exercises in creative problem-solving and summarizing learned skills. The main emphasis of this training is to reduce the fear of negative evaluation, increase courage in presenting new ideas, and replace limiting mental patterns with beliefs of efficiency, intellectual independence, and self-confidence in facing learning challenges. Intervention 2: Control group: They do not receive any intervention or treatment. No - There is not a plan to make this available Justification or reason for not sharing IPD is Participant data is completely confidential and I do not intend to publish it.
public Tahereh Norouzi
No. 462, Shahid Aftab Alley, Mohammad Rasulollah Street
Izeh Iran (Islamic Republic of) 6391684386 +98 939 008 7375 esmaeilinavid@gmail.com Islamic Azad University scientific Tahereh Norouzi
No. 462, Shahid Aftab Alley, Mohammad Rasulollah Street
Izeh Iran (Islamic Republic of) 6391684386 +98 939 008 7375 esmaeilinavid@gmail.com Islamic Azad University Iran (Islamic Republic of) Must be at least 15 and at most 18 years old. Must be a student in the second period of secondary school Must have consent to participate in the research. 15 years 18 years Female Having a physical illness that interferes with the treatment process. Taking psychiatric medications. Having a history of substance or psychoactive drug use. Behavior N/A Intervention group: Divergent thinking training sessions will be based on the educational protocol of Badri et al. 2013. The sessions of this intervention will be conducted in 12 90-minute sessions (one session per week) in a group for the experimental group. Divergent thinking training is an approach that aims to expand mental horizons, break rigid cognitive patterns, and improve the skills of generating new and diverse ideas. It helps female students solve their personal and academic problems by replacing stereotyped and convergent thought patterns with responses based on flexibility and intellectual originality, and pave the way for the promotion of creativity, self-confidence, and self-efficacy. This approach has main educational axes that lead to the improvement of the four dimensions of creative thinking (fluency, flexibility, originality, and expansion); These axes include: creating a safe cognitive space and explaining the concept of divergent versus convergent thinking, teaching individual and group brainstorming techniques without making quick judgments, strengthening the skill of mental fluidity through maximum production of ideas and unconventional applications for objects, strengthening mental flexibility by redefining problems and changing perspectives, teaching techniques for expanding ideas and paying attention to fine details, using analogy, metaphor, and SCAMPER techniques to foster innovation and originality in idea generation, identifying and modifying emotional and psychological barriers to creativity (such as fear of making mistakes and being judged by others) to promote self-efficacy beliefs and self-confidence, and finally implementing practical exercises in creative problem-solving and summarizing learned skills. The main emphasis of this training is to reduce the fear of negative evaluation, increase courage in presenting new ideas, and replace limiting mental patterns with beliefs of efficiency, intellectual independence, and self-confidence in facing learning challenges. Control group: They do not receive any intervention or treatment. Creativity. Timepoint: before performing the intervention and two weeks after completion of the intervention. Method of measurement: Torrance Creativity Questionnaire, 1979. Self-confidence. Timepoint: before performing the intervention and two weeks after completion of the intervention. Method of measurement: Self-confidence questionnaire Moradi et al. (2014). Self-efficacy. Timepoint: before performing the intervention and two weeks after completion of the intervention. Method of measurement: Morris Child and Adolescent Self-Efficacy Questionnaire (2001). Islamic Azad University Approved 2026-07-01 Behbahan Islamic Azad University Ethics Committee Shahid Bayani St., Amir Kabir Blvd. Behbahan Khouzestan Iran (Islamic Republic of)