小学4-6年级学生创造力的发展趋势及其与学校支持、自主性动机的关系

发布时间：2018-05-10 11:48

本文选题：创造力 + 学校支持　；参考：《山东师范大学》2017年硕士论文

【摘要】：在创造力研究领域,创造力的发展趋势、影响因素及机制问题备受关注。以往有关创造力发展趋势的研究多采用横断研究设计,无法排除同辈效应(cohort effect)且结论不一致,因而不能真正揭示创造力发展规律。在创造力发展影响因素的相关研究中,研究者一致认为创造力的发展是在环境因素与个体因素的相互作用中实现的。在影响创造力的环境因素中,学校是学龄儿童生活的主要场所,学校支持(包括教师支持与同学支持)对学生创造力发展的作用举足轻重;在创造力发展的个体因素中,大量研究表明自主性动机是促进个体创造力发展的重要因素。至于二者在创造力发展中作用的顺序,自我决定理论(self-determination theory)认为,良好的外部环境有助于满足个体的基本心理需要,进而激发个体的自主性动机,从而产生良好的行为结果,这暗示自主性动机是学校支持与创造力之间的中介变量。本研究采用Runco等人编制的创造力问卷(r CAB)、Ryan等人编制的学业自主调节问卷及Jia编制的学校气氛问卷对济南市三所小学4年级共203名学生进行连续3年(间隔一年)的追踪调查,运用多层线性模型(HLM)分析小学4-6年级学生创造力发展趋势,并分别从个体间(between-individual)以及个体内(within-individual)两个角度分析学校支持、自主性动机对学生创造力在起始水平和发展速度上的预测作用及其机制,学校支持、自主性动机的发展变化对学生创造力发展变化的预测作用及其机制。本研究的主要结论如下:1.创造力的总体水平及其三个维度(流畅性、灵活性、独创性)在4-6年级均呈现上升趋势;2.从创造力总体来看,教师支持、同学支持显著正向预测创造力的发展速度,自主性动机显著正向预测创造力的起始水平与发展速度;从创造力各维度看,教师支持、自主性动机均显著正向预测流畅性与灵活性的起始水平以及流畅性与独创性的发展速度;同学支持显著正向预测流畅性、灵活性以及独创性的发展速度;3.中介效应分析发现,自主性动机在教师支持对创造力流畅性的预测中起中介作用。即个体感知到的教师支持越多,越能够激发个人的自主性动机,进而促进创造力流畅性表现。
[Abstract]:In the field of creativity research, the development trend, influencing factors and mechanism of creativity have attracted much attention. In the past researches on the development trend of creativity mostly adopted crosscutting research design and could not rule out the cohort effect of peer effect and the conclusion was not consistent so it could not really reveal the law of creativity development. In the research of influencing factors of creativity development, the researchers agree that the development of creativity is realized through the interaction of environmental factors and individual factors. Among the environmental factors affecting creativity, school is the main place for school-age children to live. School support (including teacher support and classmate support) plays an important role in the development of students' creativity. A large number of studies have shown that autonomous motivation is an important factor to promote the development of individual creativity. As for the sequence of their roles in the development of creativity, the self-determination theory holds that a good external environment helps to meet the basic psychological needs of an individual, and thus stimulates the individual's autonomous motivation, thus producing a good behavioral result. This implies that autonomous motivation is a mediating variable between school support and creativity. In this study, a total of 203 students in grade 4 of three primary schools in Jinan were investigated by using the creativity questionnaire developed by Runco et al. R / CABX Ryan et al., and the school atmosphere questionnaire by Jia, respectively, for three consecutive years (one year interval). Using multi-layer linear model (HLM) to analyze the trend of creativity development of primary school students in grades 4-6, and analyze school support from two angles of between-individual and in-individual, respectively. The predictive effect and mechanism of autonomous motivation on the initial level and development speed of students' creativity, and the predictive effect and mechanism of the development and change of school support and autonomous motivation on the development and change of students' creativity. The main conclusions of this study are as follows: 1. The overall level of creativity and its three dimensions (fluency, flexibility, originality) showed an upward trend in grades 4-6. From the overall view of creativity, teacher support, students support significantly positive prediction of creativity development speed, autonomous motivation significantly positive prediction of creativity level and development speed; from the creativity dimensions, teachers support, Autonomous motivations were significantly positive predictive fluency and flexibility starting level and fluency and originality development speed, while students supported significantly forward predictive fluency, flexibility and originality. The intermediary effect analysis shows that autonomous motivation plays an intermediary role in the prediction of creativity fluency supported by teachers. That is, the more teachers support the individual perception, the more can stimulate the individual autonomous motivation, and then promote the fluency of creativity.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444

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