The Effect of Concept Mapping Instruction on Creativity, Self-Regulated Learning, and Self-Actualization among Elementary School Students in Mashhad
Keywords:
Concept map teaching method, creativity, Self-directed learning, self-actualizationAbstract
Objective: This study aimed to investigate the effectiveness of concept mapping instruction on creativity, self-regulated learning, and self-actualization among upper elementary school students in Mashhad.
Methods and Materials: This research employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of upper elementary school students in Mashhad. Forty students were selected through purposive sampling and randomly assigned to an experimental group (n = 20) and a control group (n = 20). The experimental group received concept mapping instruction during fifteen 45-minute sessions, whereas the control group was taught using traditional methods. Data were collected using the Pintrich and De Groot Self-Regulated Learning Questionnaire, the Torrance Creativity Test, and the Schen and Moran Self-Actualization Questionnaire. Data analysis was performed using analysis of covariance (ANCOVA) in SPSS version 23.
Findings: ANCOVA results demonstrated significant differences between the experimental and control groups in all dimensions of creativity, including elaboration, fluency, flexibility, and originality (p < .001). Significant improvements were also observed in self-regulated learning dimensions, namely cognitive, metacognitive, and motivational components (p < .001). Furthermore, concept mapping instruction significantly enhanced self-actualization and its dimensions, including academic emphasis, trust, and sense of identity. The large effect sizes and high statistical power confirmed the substantial effectiveness of the intervention.
Conclusion: The findings indicate that concept mapping instruction is an effective educational strategy for enhancing creativity, fostering self-regulated learning, and promoting self-actualization among elementary school students. Therefore, its integration into classroom teaching practices may contribute to students’ cognitive, motivational, and personal development.
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Copyright (c) 2025 Mohammad Amin Arabbaygi, Hossein Mahoor, Touraj Fallah Mahneh (Author)
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