本文選題：創(chuàng)造力 + 學(xué)校支持　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：在創(chuàng)造力研究領(lǐng)域,創(chuàng)造力的發(fā)展趨勢(shì)、影響因素及機(jī)制問(wèn)題備受關(guān)注。以往有關(guān)創(chuàng)造力發(fā)展趨勢(shì)的研究多采用橫斷研究設(shè)計(jì),無(wú)法排除同輩效應(yīng)(cohort effect)且結(jié)論不一致,因而不能真正揭示創(chuàng)造力發(fā)展規(guī)律。在創(chuàng)造力發(fā)展影響因素的相關(guān)研究中,研究者一致認(rèn)為創(chuàng)造力的發(fā)展是在環(huán)境因素與個(gè)體因素的相互作用中實(shí)現(xiàn)的。在影響創(chuàng)造力的環(huán)境因素中,學(xué)校是學(xué)齡兒童生活的主要場(chǎng)所,學(xué)校支持(包括教師支持與同學(xué)支持)對(duì)學(xué)生創(chuàng)造力發(fā)展的作用舉足輕重;在創(chuàng)造力發(fā)展的個(gè)體因素中,大量研究表明自主性動(dòng)機(jī)是促進(jìn)個(gè)體創(chuàng)造力發(fā)展的重要因素。至于二者在創(chuàng)造力發(fā)展中作用的順序,自我決定理論(self-determination theory)認(rèn)為,良好的外部環(huán)境有助于滿足個(gè)體的基本心理需要,進(jìn)而激發(fā)個(gè)體的自主性動(dòng)機(jī),從而產(chǎn)生良好的行為結(jié)果,這暗示自主性動(dòng)機(jī)是學(xué)校支持與創(chuàng)造力之間的中介變量。本研究采用Runco等人編制的創(chuàng)造力問(wèn)卷(r CAB)、Ryan等人編制的學(xué)業(yè)自主調(diào)節(jié)問(wèn)卷及Jia編制的學(xué)校氣氛問(wèn)卷對(duì)濟(jì)南市三所小學(xué)4年級(jí)共203名學(xué)生進(jìn)行連續(xù)3年(間隔一年)的追蹤調(diào)查,運(yùn)用多層線性模型(HLM)分析小學(xué)4-6年級(jí)學(xué)生創(chuàng)造力發(fā)展趨勢(shì),并分別從個(gè)體間(between-individual)以及個(gè)體內(nèi)(within-individual)兩個(gè)角度分析學(xué)校支持、自主性動(dòng)機(jī)對(duì)學(xué)生創(chuàng)造力在起始水平和發(fā)展速度上的預(yù)測(cè)作用及其機(jī)制,學(xué)校支持、自主性動(dòng)機(jī)的發(fā)展變化對(duì)學(xué)生創(chuàng)造力發(fā)展變化的預(yù)測(cè)作用及其機(jī)制。本研究的主要結(jié)論如下:1.創(chuàng)造力的總體水平及其三個(gè)維度(流暢性、靈活性、獨(dú)創(chuàng)性)在4-6年級(jí)均呈現(xiàn)上升趨勢(shì);2.從創(chuàng)造力總體來(lái)看,教師支持、同學(xué)支持顯著正向預(yù)測(cè)創(chuàng)造力的發(fā)展速度,自主性動(dòng)機(jī)顯著正向預(yù)測(cè)創(chuàng)造力的起始水平與發(fā)展速度;從創(chuàng)造力各維度看,教師支持、自主性動(dòng)機(jī)均顯著正向預(yù)測(cè)流暢性與靈活性的起始水平以及流暢性與獨(dú)創(chuàng)性的發(fā)展速度;同學(xué)支持顯著正向預(yù)測(cè)流暢性、靈活性以及獨(dú)創(chuàng)性的發(fā)展速度;3.中介效應(yīng)分析發(fā)現(xiàn),自主性動(dòng)機(jī)在教師支持對(duì)創(chuàng)造力流暢性的預(yù)測(cè)中起中介作用。即個(gè)體感知到的教師支持越多,越能夠激發(fā)個(gè)人的自主性動(dòng)機(jī),進(jìn)而促進(jìn)創(chuàng)造力流暢性表現(xiàn)。
[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.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G444

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