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Developing a Model for Effective Factors of Creativity in Elementary School Students: A Mixed Method

1. PhD Student in Educational Psychology, Faculty of Psychology, Tehran North Branch, Islamic Azad University, Tehran, Iran. 2. Assistant Professor, Department of Psychology, Faculty of Psychology, Tehran North Branch, Islamic Azad University, Tehran, Iran. 3. Assistant Professor, Faculty of Educational Studies, University Putra Malaysia, Selangor, Malaysia 4. Assistant Professor, Firoozkooh Branch, Islamic Azad University, Firoozkooh, Iran.

learning in children interacts with adults or peers. It happens and peers and adult interaction is an opportunity to get creative. According to this theory, providing a creative environment for children is very important and has a positive effect on creating creativity in students because it is in this environment that students are not afraid to make decisions and risk creativity. In this environment, students are confident that their ideas will be respected and that their brainstorming will be met with positive reactions. According to these explanations, Vygotsky considers the attitudes and characteristics of the teacher as another important and effective factor in creativity (Dere, 2019). In general, considering the different theories and approaches in creativity, each of which emphasize different aspects, it can be concluded that in order to better understand the factors influencing creativity, this structure should be considered based on the context of the studied society (Tanggaard, 2019).
Context-based research and etiology lead to concepts such as the creativity of researchers and educators in prevention and treatment (Coie, Miller-Johnson, Bagwell, 2000). Mrazek, Haggerty (1994) believe that identifying the factors affecting a phenomenon is the first step in examining any type of process, including creativity. Although various studies have been conducted on the structure of creativity, these studies are not comprehensive enough and have looked at this concept in a one-dimensional way. Therefore, some educators believe that a direct and simple correlation between creativity and other personality and educational variables is not sufficient; because this concept can have simultaneous and multiple reasons, As a result, given the importance of creativity in many educational and non-academic outcomes, as well as the fact that always determining the effective factors in a phenomenon leads to the conditions for its improvement. The aim of this study was to identify the effective factors in creativity based on the views of primary school teachers, research background and education professionals based on the triangulation technique. In the next step, the model designed in the field method and through the confirmatory factor analysis of the first and second stages will be fitted.

Methodology
The design of the present study was an exploratory (qualitative-quantitative) mix. In the first part of the research, ie the qualitative part, and in the section on teacher interviews, the target population was all sixth grade elementary school teachers who were working in governmental and non-governmental primary schools in District 5 of Tehran in the 2018-19 academic years. In the interview section with the specialists of the society, the target of all professors in the field of psychology and educational sciences of the prestigious universities of the country, including Farhangian, Azad, Payame Noor and national universities. From the target communities of the research, 10 teachers and 10 education specialists were selected by purposive sampling method that is appropriate for qualitative research. The main criterion for selecting this number of samples was to achieve the necessary richness and duplication and in the term information saturation. In the second part of the research, ie the small part of the society, this study includes all female students of the sixth grade of primary school in the 5th district of Tehran in 1397-98 (about 3000 people, 15 schools), of which 350 people as a sample and Random cluster forms were selected so that first all schools in District 5 were divided into two equal parts and then from each part 6 schools were selected and a questionnaire was distributed among all sixth grade students. It should be noted that in the present study, SPSS 18 software and LISREL 8.7 were used.
In the qualitative part of the research, a semi-structured interview was used to obtain information. In the interview process, the researcher facilitates the conversation process by asking free questions and giving them ample opportunity to answer the questions as they wish. Among the questions asked of experts and teachers, the following can be mentioned: 1. what factors do you think are effective in the emergence of students' creativity? 2. In your opinion, what effect does a student's learning style have on his or her creativity? 3. What effect do student interests have on students' creativity? 4. What effect do abilities have on students' creativity? 5. What effect do teacher teaching methods have on student creativity? 6. What effect does the teacher's complete mastery of the curriculum have on students' creativity? 7. What effect does a teacher's interest in teaching have on students' creativity? 8. What effect do textbook content have on students' creativity? 9. What effect does the imaginative content of textbooks have on students' creativity? 10. What effect does the structure of the courses have on students' creativity? 11. What effect does the educational environment and school facilities have on students' creativity? 12. What effect do management style and attitudes of managers have on students' creativity? 13 What effect does the family have on students' creativity? 14. How do you think the effective factors in creativity provide the ground for creativity? After completing the qualitative part of the research and data analysis using the triangulation technique, it was the turn of the quantitative part. In this section, a researchermade tool was used to fit the model obtained from the analysis of the data obtained from the interview and research background. The sixth grade and the background of the research that was described were included in the questionnaire.

Findings
To answer the question of what variables are the factors influencing students' creativity, data theory, which is a kind of qualitative research, has been used. In this approach, a theory is created using a set of data that can describe and explain a process, an action, or even an interaction. The theory developed from the implementation of such an approach is a kind of process theory (Bazargan, 2017). In this research, in the first stage, to identify the factors affecting creativity and its indicators, the text of interviews with experts, teachers and research background were analyzed using open coding and axial coding, and in the next stage, the final variables were identified using triangulation technique. . In this way, using the content analysis method, the text of the interviews with experts in the field of education and teachers, as well as the research background were reviewed several times and became the smallest constituent and meaningful units (theme or theme). The words were reviewed and categorized accordingly with the aim of finding centrality among them. The deductive and inductive movements between the initial texts and the final categories were repeated several times to finally achieve acceptable stability and a sense of mutual satisfaction among researchers about what the data say. Figure (1) shows the factors affecting students' creativity and related markers are prepared using the triangulation technique. The triangulation technique tries to provide valid and understandable information by relying on various information sources, which here were the text of interviews with teachers and experts as well as research background (Mishra, Rasundram, 2017). Figure 1 show that based on the triangulation technique, seven main factors namely students' interests and abilities, teacher characteristics, textbook content, learning style, educational space and school facilities, family and management style and principals' attitudes are effective in students' creativity. In addition to the main factors shown in Figure (1), the indicators of each factor are also seen in the model, in which three factors are the interests and abilities of students, the content of textbooks and families with four indicators, three factors of teacher characteristics, educational space and facilities. School and learning style are measured by three indicators and the factor of management style and attitude of managers is measured by two indicators.

Figure1. Factors affecting students' creativity and their indicators based on triangulation technique
Exploratory and confirmatory factor analyzes have been used to evaluate the validity of the model designed as a group among students. Before performing these analyzes, it is necessary to examine demographic information and descriptive characteristics. In addition to the information presented in Table (1), it should be noted that the average age of the participants in the present study is 11.7. Table (2) shows the items, mean, standard deviation, skewness, elongation and correlation with the total score of the model of factors affecting creativity. It should be noted that after collecting the data, the items were examined in terms of out-of-date data, but no case was observed, and the data were lost through the maximum estimation (EM) method (if the subject answered more than 85% of the questionnaire questions. Were) were replaced.   (2) shows that the correlation of all items with the total score is desirable. Also, the results of skewness and elongation of items indicate their proper dispersion because they are all in the desired range of 2% (Tabachnick, Fidell, 1996). These cases indicate the observance of the assumptions of parametric analysis. Factor analyzes (first-order exploratory and confirmatory) have been used to evaluate the construct validity of the designed model. Before performing the analysis, factor analysis capability was examined through Kaiser-Meyer-Ulkin scale and Bartlett sphericity scale. Based on this, sampling adequacy index was equal to 0.71 and the results of Bartlett sphericity test (P0/001: 1395/64) was a significant indicator of this index. Therefore, considering the significance of the Bartlett sphericity test and the higher sampling adequacy index of 0.70, it can be concluded that the factor analysis capability is confirmed. Also, the correlation matrix determinant index was 0.009, which indicates that it is possible to calculate the inverse of the correlation matrix.
In order to analyze the obtained data of factors affecting students' creativity and to discover the factors affecting creativity based on statistical findings in exploratory factor analysis, the principal component method was used using orthogonal rotation of Varimax type. Table (3) shows the factor loads of each item after rotation of varimax, eigenvalue, percentage of explained variance and percentage of explained variance.
= Family influences and student acceptance Factor 2 = Management style and attitude of manager's Third factor = Textbook content Factor 4 = Educational space and School facilities Fifth factor = Student interests and abilities Sixth factor = Teacher interests and mastery Seventh factor = Learning style. In the following, the discovered model of factors affecting creativity is tested by considering the measurement errors according to the analysis of the first-order confirmatory factor, in order to provide us with a more accurate estimate by considering the measurement errors. Figure (2) shows the factor loads and measurement errors.

Figure2. Factor loads and measurement errors
As Figure (2) shows, the root mean square index of the estimation error (RMSEA) is 0.046, which indicates that the model fits, but that the X2 statistic is significant in this model. In this regard, it can be said that this statistic is very sensitive to the sample size and is always significant in high volume samples. Propose fitness (NFI) and incremental fitness index (IFI). Browne, Cudeck (1993) and Hu, Bentler (1999) believe that if these indices are equal to or greater than 0.90, the model has a good fit. As Table (4) shows, the model has a good fit. This indicates the construct validity of the designed model.

Discussion
One of the most fundamental plans for education in any country is to equip students with the characteristics that they deeply need or will need in the future. Creativity is one of the hallmarks that help students adapt well to a rapidly changing world and go beyond math skills, verbal aptitudes, and other flexible 21st century citizenship. Children and elementary students today are likely to find themselves in situations that do not exist today. Creativity education is therefore important because it prepares students for an uncertain future (Lucas Spencer, 2017).
It may be a cliché to say that "students need creativity" but it is obvious that creativity is practical in many aspects of life (Soh, 2017). Therefore, considering that the first step in promoting creativity in the school environment and in elementary school students is to identify the factors affecting it, the present study aims to identify the factors affecting this structure based on the views of elementary school teachers, research background and Venice education the validity of these factors was checked. One of the effective factors in creating creativity in the present study was the interests and mastery of the teacher. This finding is consistent with the research of Prieto, et al (2006) and Deans, et al (2006). In this regard, it can be said that one of the ways that students learn to be creative is to imitate the behavior of their teachers. This is truer in elementary school children. In fact, according to Bandura (1986) observational learning theory, it can be said that students learn by observation. Therefore, the more interested the teacher is and the more he / she master the hidden teaching methods and curriculum and uses creative methods, the more creative his / her students will be. This finding was confirmed in the present study. Management style and attitudes of managers were other factors affecting students' creativity in this study. This finding is consistent with aspects of Mishra, Dhar & Dhar (1999), and Amabile & Khaire (2008). In this regard, according to the management opinion of Dimock (1986), it can be said that management is the main pillar of any organization. As a result, effective management makes any organization efficient. In an educational environment, effective management promotes communication between students, parents and teachers and helps them achieve common goals. In the present study, it was shown that these characteristics are effective in promoting creativity. Also, the educational space and school facilities were other effective factors in fostering creativity. This finding is consistent with research (Mellou, 1996 andFasko, 2001).
In this regard, according to the context-based approaches of creativity, it can be said that creativity depends on the environment. Hence, when there are more and richer educational facilities in schools, the conditions for promoting creativity are greater, because the educational environment can influence thought processes and make them flexible and advanced. This finding was accepted in the present study. In addition, other factors affecting the level of creativity, family influences and student acceptance were obtained. This finding is consistent with research by Robinson, Freeburg, Workman (2013) and Dacey (1989). In this regard, according to the theory of creative family environment Wright, Wright (1986), it can be said that the family can provide conditions for expressing positive and negative emotions, rich learning environment, valuing a variety of mental games, and involving children in decisions. Promote creativity in them (Lifang, Lijuan, Yanyun, 2016).
This finding was confirmed in the present study. Learning styles were derived from other factors influencing creativity. This finding is consistent with the research of Eishani AtaSaad, Nami (2014) regarding this finding, according to the theory of club learning styles, it can be said that students choose how to receive and store information with their unique learning style, which is their preference. In fact, it is the learning style that determines how students adapt to different learning's, so students who have learning styles that make them receptive to new experiences and create new ways for them are more likely to be creative. The student's interests and abilities were also an effective factor in fostering creativity. This finding is consistent with aspects of research by Jaeger, Adair (2013). In connection with this finding, it can be said that interested and capable students have more active participation, spend more time thinking, and try to discover new concepts and methods in meaningful ways. They see that ordinary students are usually unaware of them. All of these characteristics can lead to creativity. This was confirmed in the present study. The final factor influencing the creativity of textbook content, this finding is consistent with the research of Van Tassel-Baska, MacFarlane (2009). In connection with this finding, it can be said that when the content of textbooks is adjusted in such a way that it creates a kind of emotional and cognitive connection with the student and it is for the student that he has enough opportunity to think creatively and use the ground to use Provides a variety of methods. In these circumstances, students' creativity increases. The findings of the present study contribute to the development of theories of creativity, design of educational interventions, and general policies. Parents can also provide a creative environment for their child based on the findings of this study. In addition, this research gives other researchers a better understanding of the factors affecting creativity and provides the basis for other research. Despite all the efforts of the researcher, this research has some limitations. This research has been done only in the elementary and sixth grade. This study was conducted in a period of time and only in District 5 of Tehran, which should be considered when generalizing the results.