留守初中生元情绪与创造性倾向的关系：创新自我效能感的中介作用

发布时间：2018-06-29 17:39

本文选题：留守初中生 + 元情绪　；参考：《四川师范大学》2017年硕士论文

【摘要】：本研究从“全面创新”与留守儿童两大社会背景出发,整合了元情绪和创新自我效能感两个较为新颖的概念,将创造性引入了留守初中生的研究中,希望能为留守初中生的创造性培养提供视角和参考。研究采用定量研究的方法对907名初中生进行了资料收集,并重点探讨了其中385名留守初中生的元情绪、创新自我效能感与创造性倾向的现状、差异和关系模型。本研究以《中学生元情绪量表》、《威廉斯创造性倾向量表》和《学生创新自我效能感量表》为测量工具,用SPSS20.0和Amos17.0作为数据分析软件,得到如下结论:(1)留守初中生在元情绪、创新自我效能感和创造性倾向上均处于中等水平,但都相对偏低;(2)留守初中生的元情绪存在性别、年级、父母外出时长上的显著差异,创新自我效能感存在年级上的显著差异,创造性倾向不存在性别、年级、留守类型和父母外出时长的显著差异;(3)留守初中生的元情绪、创新自我效能感和创造性倾向之间两两相关。留守初中生元情绪与创造性倾向之间的相关系数为0.452,元情绪与创新自我效能感之间的相关系数为0.390,创新自我效能感与创造性倾向之间的相关系数为0.529;(4)留守初中生的元情绪能正向预测创新自我效能感,元情绪与创新自我效能感均可正向预测创造性倾向;(5)留守初中生的元情绪不仅能直接预测创造性倾向,而且能通过影响创新自我效能感而间接影响创造性倾向,创新自我效能感在元情绪与创造性倾向之间起部分中介作用,中介效应为0.31,占总效应的比例为54.39%。
[Abstract]:Starting from the two social backgrounds of "overall innovation" and left-behind children, this study integrates two new concepts, meta-emotion and innovative self-efficacy, and introduces creativity into the research of left-behind junior high school students. Hope to provide a perspective and reference for the creative cultivation of left-behind junior high school students. In this study, 907 junior middle school students were collected by quantitative study, and 385 of them were studied on the status quo, differences and relationship models of meta-emotion, creative self-efficacy and creative tendency. In this study, the meta emotional scale for middle school students, the Williams scale for Creative tendency and the scale for students' innovative Self-Efficacy were used as measuring tools, and SPSS 20.0 and Amos17.0 were used as the data analysis software. The conclusions are as follows: (1) the left behind junior middle school students' meta emotion; Both creative self-efficacy and creative tendency were at the middle level, but were relatively low. (2) there were significant differences in the meta-emotion of left-behind junior high school students in gender, grade, and the length of time spent by their parents, while the sense of innovative self-efficacy had significant differences in grade. There was no significant difference in gender, grade, type of stay and the length of parents' going out. (3) there were two correlations among meta-emotion, creative self-efficacy and creative tendency of left-behind junior high school students. The correlation coefficient between meta-emotion and creative tendency of left-behind junior high school students is 0.452, the correlation coefficient between meta-emotion and creative self-efficacy is 0.390, the correlation coefficient between creative self-efficacy and creative self-efficacy is 0.529; (4) the correlation coefficient between creative self-efficacy and creative self-efficacy of left-behind junior high school students is 0.529. The meta-emotion can positively predict innovation self-efficacy, Meta-emotion and creative self-efficacy can positively predict creative tendency. (5) Meta-emotion of left-behind junior high school students can not only directly predict creative tendency, but also indirectly influence creative tendency by influencing creative self-efficacy. Creative self-efficacy plays an intermediary role between meta-emotion and creative tendency. The intermediary effect is 0.31, accounting for 54.39% of the total effect.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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