认知需求对创造力的预测：班级气氛的调节作用
发布时间：2018-11-11 11:52
【摘要】：创造力是指产出新颖有用的产品的能力,创造力是人类文明进步的源动力(Amabile,1984)。对于正在成长和发展中的中小学学生来说,其创造力的培养更应受到重视。创造力生态系统理论和创造力研究的汇合取向均指出个体的发展受到个体和环境等多种因素共同交互作用的影响。已有研究表明,班级环境是影响中小学生创造力的主要因素之一,而对于个体来说,认知需求作为一种重要的人格特征,对中小学生创造力具有重要的作用。那么,个体的认知需求和班级气氛是如何作用于创造力的?本研究将以创造力汇合取向和生态系统模型为理论依据进行探讨,并为中小学生创造力的提高提出有针对性的建议和指导。本研究采用创造力测验、班级气氛量表和认知需求问卷对山东省1117名中小学生(从小学四年级至初中三年级)进行施测,考察中小学生创造力、认知需求和班级气氛的特点,探求中小学生认知需求是否正向预测中小学生创造力以及班级气氛是否在二者之间起调节作用。本研究运用多层线性模型等统计进行考察,得出以下结论:1中小学生的创造力有显著的年级和性别差异,具体表现为在创造力5年级较高,4年级较低;7、8、9年级没有显著差异,在创造力流畅性和独特性方面女生要优于男生。性别和年级的交互作用不显著。2在班级气氛的各个维度上,中小学感知到的课堂自主和同学支持存在显著的性别差异,女生感知到的课堂自主和同学支持高于男生;班级气氛的教师支持、课堂自主也有显著的年级差异,具体表现为:在感知到的教师支持水平上,五年级较高,八年级得分低低,在感知到的课堂自主水平上,六年级较高,七年级较低。3中小学生的认知需求水平有显著的性别差异,具体表现在男生的认知需求水平高于女生;认知需求的年级差异不显著;性别与年级的交互作用不显著。4认知需求与创造力及其各维度显著正相关;班级气氛中的课堂自主与创造力及其各维度之间存在显著正相关,教师支持仅与流畅性显著正相关,同学支持与创造力及其各维度不相关;班级气氛与认知需求之间,认知需求与课堂自主显著正相关;与同学支持显著负相关,与教师支持无显著相关。5在个体水平上,认知需求显著正向预测中小学生的创造力。6在班级水平上,班级气氛中的同学支持能显著增强认知需求和创造力(流畅性、独特性)之间的正向关系;而教师支持和课堂自主对认知需求和创造力之间的关系没有调节效应。
[Abstract]:Creativity is the ability to produce novel and useful products. Creativity is the source of human civilization (Amabile,1984). For the growing and developing primary and secondary school students, the cultivation of their creativity should be paid more attention. Both the theory of creative ecosystem and the confluence orientation of creativity research point out that the development of individual is influenced by the interaction of individual and environment and other factors. It has been shown that the class environment is one of the main factors that influence the creativity of primary and middle school students, but for individuals, cognitive needs, as an important personality characteristic, play an important role in the creativity of primary and middle school students. So, how do individual cognitive needs and class atmosphere affect creativity? This study is based on the convergence orientation of creativity and ecosystem model, and provides some suggestions and guidance for the improvement of creativity of primary and middle school students. In this study, creativity test, class climate scale and cognitive demand questionnaire were used to test 1117 primary and middle school students (from grade 4 to grade 3) in Shandong Province. The characteristics of creativity, cognitive needs and class atmosphere of primary and middle school students were investigated. To explore whether the cognitive needs of primary and middle school students positively predict the creativity of primary and middle school students and whether the atmosphere of the class plays a regulating role between the two. The results of this study are as follows: (1) there are significant differences between grade and gender in creativity of primary and middle school students, which are shown by higher creativity in grade 5 and lower in grade 4; There was no significant difference in grade 9, and female students were superior to boys in creativity fluency and uniqueness. The interaction between gender and grade was not significant. 2 in each dimension of class atmosphere, there were significant gender differences in perceived classroom autonomy and classmates' support in primary and secondary schools, and girls' perceived classroom autonomy and classmates' support were higher than boys'; There are also significant grade differences between teachers' support and classroom autonomy in the classroom atmosphere. In the perceived level of teacher support, the fifth grade is higher, the eighth grade is low, and the sixth grade is higher in the perceived classroom autonomy level. The level of cognitive demand of primary and middle school students is significantly different from that of female students, which is manifested in that the level of cognitive demand of boys is higher than that of girls; The grade difference of cognitive needs was not significant, the interaction between gender and grade was not significant. 4 Cognitive needs were positively correlated with creativity and their dimensions. There is a significant positive correlation between classroom autonomy and creativity and their dimensions in class atmosphere, while teacher support is only positively related to fluency, while student support is not related to creativity and its dimensions. Class atmosphere and cognitive needs, cognitive needs and classroom autonomy significantly positive correlation; At the individual level, cognitive demand significantly positively predicted the creativity of primary and middle school students. The positive relationship between cognitive needs and creativity (fluency, uniqueness) can be significantly enhanced by students' support in class atmosphere. However, teacher support and classroom autonomy have no moderating effect on the relationship between cognitive needs and 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
本文编号：2324762
[Abstract]:Creativity is the ability to produce novel and useful products. Creativity is the source of human civilization (Amabile,1984). For the growing and developing primary and secondary school students, the cultivation of their creativity should be paid more attention. Both the theory of creative ecosystem and the confluence orientation of creativity research point out that the development of individual is influenced by the interaction of individual and environment and other factors. It has been shown that the class environment is one of the main factors that influence the creativity of primary and middle school students, but for individuals, cognitive needs, as an important personality characteristic, play an important role in the creativity of primary and middle school students. So, how do individual cognitive needs and class atmosphere affect creativity? This study is based on the convergence orientation of creativity and ecosystem model, and provides some suggestions and guidance for the improvement of creativity of primary and middle school students. In this study, creativity test, class climate scale and cognitive demand questionnaire were used to test 1117 primary and middle school students (from grade 4 to grade 3) in Shandong Province. The characteristics of creativity, cognitive needs and class atmosphere of primary and middle school students were investigated. To explore whether the cognitive needs of primary and middle school students positively predict the creativity of primary and middle school students and whether the atmosphere of the class plays a regulating role between the two. The results of this study are as follows: (1) there are significant differences between grade and gender in creativity of primary and middle school students, which are shown by higher creativity in grade 5 and lower in grade 4; There was no significant difference in grade 9, and female students were superior to boys in creativity fluency and uniqueness. The interaction between gender and grade was not significant. 2 in each dimension of class atmosphere, there were significant gender differences in perceived classroom autonomy and classmates' support in primary and secondary schools, and girls' perceived classroom autonomy and classmates' support were higher than boys'; There are also significant grade differences between teachers' support and classroom autonomy in the classroom atmosphere. In the perceived level of teacher support, the fifth grade is higher, the eighth grade is low, and the sixth grade is higher in the perceived classroom autonomy level. The level of cognitive demand of primary and middle school students is significantly different from that of female students, which is manifested in that the level of cognitive demand of boys is higher than that of girls; The grade difference of cognitive needs was not significant, the interaction between gender and grade was not significant. 4 Cognitive needs were positively correlated with creativity and their dimensions. There is a significant positive correlation between classroom autonomy and creativity and their dimensions in class atmosphere, while teacher support is only positively related to fluency, while student support is not related to creativity and its dimensions. Class atmosphere and cognitive needs, cognitive needs and classroom autonomy significantly positive correlation; At the individual level, cognitive demand significantly positively predicted the creativity of primary and middle school students. The positive relationship between cognitive needs and creativity (fluency, uniqueness) can be significantly enhanced by students' support in class atmosphere. However, teacher support and classroom autonomy have no moderating effect on the relationship between cognitive needs and 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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