| چکیده انگلیسی مقاله |
Introduction Since the 18th century, the concept of beauty took on a more psychological aspect and was seen in relation to perception. In the works of people like Lanzoni (2009), psychological concepts such as empathy in the field of art and aesthetics are well seen. Since psychological and social factors significantly affect human perceptions, they also affect his sense of beauty. aesthetic experience is a pleasant and desirable experience that gives value and meaning to life. This experience is based on an inner contemplation that makes him better understand his environment, an experience that requires people to focus on specific aspects of their environment and within themselves at all times. aesthetic sensitivity and intelligence have recently attracted the attention of scientists in various fields such as art, sociology, and psychology, and various theories have been proposed in this area. The present study aimed to investigate the relationship between aesthetic sensitivity and intelligence in students and compare these variables based on gender and age. Methods The method of this research is descriptive and correlational. The statistical population of this study was all students (primary, junior high, and high school) in Tuyserkan, the academic year 2019-2020; the number of this group is 12460 people. Thus, 4325 people studied in primary school, 3766 in the first secondary school, and 4369 in the second secondary school. The sample was selected from male and female students. To identify the age subgroups studied, it is possible to use the classification of theories such as Piaget's theory. However, by modeling the research of Rashid, Worrell, and Kenny (2014) five age subgroups, 7 to 9 years, 9 to 11 years, 11 to 13 years, 13 to 15 years, and 15 to 17 years, were examined. Accordingly, the current study will have two gender groups and five age groups, and in each of these subgroups, 30 people were selected in each age group. Therefore, a sample of 300 students was examined. The sampling method in this study was a combination of a cluster sampling method and a simple random sampling method. In this way, the cluster method was first used to select the desired schools, and then the simple random method was used to select the participants. Due to the current situation of the Coronavirus epidemic, some of the questionnaires were administered online and others in person. The Structural Equation Model and Pearson correlation coefficient were used to test the hypotheses of this study. The software used for data analysis was SPSS-25 and Lisrel. Results There is a significant relationship between the dimensions of aesthetic sensitivity and the components of aesthetic intelligence (P< 0.001). In this regard, the relationship between aesthetic sensitivity and intelligence is significant. The value of X2 was 169.48, and the DF was 87. Relative X2 (1.948) indicates an acceptable situation for the model. The Comparative Fit Index (CFI) and the Goodness of Fit Index (GFI) were 0.92 and 0.91, respectively, which are acceptable. Also, the Normed Fit Index (NFI) and the Root Mean Square Error of Approximation (RMSEA) as the most general fit indices are 0.91 and 0.011, respectively, which shows that the model fits well. The highest estimate is related to the effect of the natural dimension of aesthetic sensitivity on the natural component of aesthetic intelligence (0.87). The lowest estimate is related to the effect of the practical dimension of aesthetic sensitivity on the sensory-emotional component of aesthetic intelligence (0.45). All the estimated effects are significant at ae level of less than 0.01 (P< 0.001). There is a significant difference between male and female students in terms of aesthetic sensitivity and intelligence; because, according to the Pilay effect index, calculated F (517.54) is significant at the level of P< 0.05 (P=0.001). Also, the calculated ETA coefficient (0.983) is considered an acceptable value. More than 98% of male and female students are due to their differences in aesthetic sensitivity and intelligence. Comparing the mean aesthetic sensitivity and intelligence of girls and boys shows that the difference between these two groups is significant in terms of aesthetic sensitivity and intelligence (P< 0.05). There is a significant difference between age groups in terms of aesthetic sensitivity and intelligence; because, according to the Pilay effect index, calculated F (874.28) is significant at the level of P< 0.05 (P=0.001). Also, the calculated ETA coefficient (0.854) is considered an acceptable value. More than 85% of the different age groups are due to their differences in aesthetic sensitivity and intelligence. Conclusion This study aimed to investigate the structural relationships of aesthetic sensitivity dimensions with components of aesthetic intelligence and compare them based on gender and age groups in students. In this regard, statistical analysis of data collected in this study using structural equation modeling showed that there is a relationship between aesthetic sensitivity and intelligence. Also, a significant relationship was found between the dimensions of aesthetic sensitivity and the components of aesthetic intelligence in students. In general, the findings of this study indicated that the studied model has statistically acceptable fit indices. As a result, the collected data and the findings obtained from their analysis confirm the research hypotheses and the conceptual model of the research. In addition, the relationships between the studied paths in the model revealed that there is a significant relationship between aesthetic sensitivity and intelligence. The dimensions of aesthetic sensitivity are also related to the components of aesthetic intelligence. The difference between girls and boys and the difference between age groups in terms of aesthetic sensitivity and intelligence were also statistically significant. Planners, policymakers, and education staff need to address these issues. Art students can also consider the findings of this study. Finally, the data collection method of this research (questionnaire) can be mentioned as one of its main limitations. Ethical Considerations Compliance with ethical guidelines Ethical principles in research, such as informed consent and the least risk, are observed in this research. Since the participants were in the age group of fewer than 18 years old, coordination with their parents was also done, and informed consent was obtained from them. In addition, the ethical principle of confidentiality and confidentiality of participants' information has been observed in this study. Authors' contributions Ahmad Bayat: Writing, analyzing, and pursuing acceptance and publication of the article. Khosrow Rashid: Supervisor, providing guidance on editing the article. Rasool Kordaghabi: Consulting professor, explaining methodological points. Abolghasem Yaghoobi: Consulting professor, editing the article. Funding This research was done at the personal expense of the first author and had no sponsorship. Acknowledgments This article is taken from the doctoral dissertation of the first author of the article (activity number 21755 and approval date 25 June 1399) approved by the Faculty of Economics and Social Sciences of Bu-Ali Sina University of Hamadan. Hence, we consider it necessary to express our gratitude and appreciation to all the participants in this research, as well as the staff of the Education Department of Tuyserkan city. Conflict of interest This article has not any conflict of interest for the authors. |
| نویسندگان مقاله |
احمد بیات | Ahmad Bayat
PhD Student of Psychology, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran
دانشجوی دکتری روان‌شناسی، گروه روان‌شناسی، دانشکدۀ علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران
خسرو رشید | Khosro Rashid
Associate Professor of Psychology, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran
دانشیار گروه روان‌شناسی، دانشکدۀ علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران
رسول کردنوقابی | Rasoul Kord-Noghabi
Associate Professor of Psychology, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran
دانشیار گروه روان‌شناسی، دانشکدۀ علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران
ابوالقاسم یعقوبی | Abolghasem Yaghoobi
Professor of Psychology, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran
استاد گروه روان‌شناسی، دانشکدۀ علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران
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