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The purpose of the present study was to investigate the effects of creative problem solving (CPS) process training on academic well-being students. The instruction of the CPS process (using 12 creativity techniques in two phases of creative and critical thinking) as the independent variable and academic well-being (consisted of three components including affect at school, perceived academic efficacy and self-report of disruptive behavior) as dependent variables. The present study was a field experimental design with pretest-posttest control group design. The sample consisted of 60 students of (Ahvaz university), which were selected randomly by multi-stage sampling method. The participants were then assigned randomly to experimental and control groups. Before teaching CPS process, pretests on well-being were taken from both experimental and control groups. Afterwards, the experimental group was treated with CPS process, but the control group didn’t receive any training. After the intervention, posttests were taken immediately from both experimental and control groups. The results of ANCOVA analysis showed that CPS process training caused significant improvement in students’ academic well-being (including affect at school, perceived academic efficacy and self-report of disruptive behavior).
Alireza Hajiyakhchali (Mon,) studied this question.