The Effectiveness of Philosophy for Children Training on Future Thinking and Creativity in Elementary Students: The Moderating Role of Abstract Thinking
Keywords:
Philosophy for Children, future thinking, creativity, abstract thinking, elementary educationAbstract
This study aimed to examine the effectiveness of Philosophy for Children (P4C) training on students’ future thinking and creativity with a focus on the moderating role of abstract thinking. This quasi-experimental study employed a pretest–posttest–follow-up design with a control group. The sample consisted of 30 fifth- and sixth-grade elementary students from Eslamshahr, randomly assigned to experimental and control groups. The experimental group received 16 sessions of P4C training delivered through the Community of Inquiry model, while the control group continued routine instruction. Data collection instruments included the Children’s Future Thinking Scale, Torrance Tests of Creative Thinking, and Pars Abstract Reasoning Test. Data were analyzed using independent and paired t-tests, ANCOVA, MANCOVA, and hierarchical regression, with pretest scores controlled as covariates. The results indicated a significant improvement in the experimental group compared with the control group for both variables at posttest (future thinking: t=2.12, p=0.041; creativity: t=2.34, p=0.024). MANCOVA confirmed a significant multivariate effect of the intervention (Wilks’ Lambda=0.68, p=0.004). Hierarchical regression showed that abstract thinking significantly moderated both relationships; the interaction term was significant for future thinking (β=0.30, p=0.016) and creativity (β=0.35, p=0.009). Follow-up test results indicated the stability of the intervention effects (p>0.05). P4C training is an effective educational intervention that enhances both future thinking and creativity among elementary students, and abstract thinking significantly strengthens these effects.
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