本文選題：留守初中生 + 元情緒�。� 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：本研究從“全面創(chuàng)新”與留守兒童兩大社會(huì)背景出發(fā),整合了元情緒和創(chuàng)新自我效能感兩個(gè)較為新穎的概念,將創(chuàng)造性引入了留守初中生的研究中,希望能為留守初中生的創(chuàng)造性培養(yǎng)提供視角和參考。研究采用定量研究的方法對(duì)907名初中生進(jìn)行了資料收集,并重點(diǎn)探討了其中385名留守初中生的元情緒、創(chuàng)新自我效能感與創(chuàng)造性傾向的現(xiàn)狀、差異和關(guān)系模型。本研究以《中學(xué)生元情緒量表》、《威廉斯創(chuàng)造性傾向量表》和《學(xué)生創(chuàng)新自我效能感量表》為測(cè)量工具,用SPSS20.0和Amos17.0作為數(shù)據(jù)分析軟件,得到如下結(jié)論:(1)留守初中生在元情緒、創(chuàng)新自我效能感和創(chuàng)造性傾向上均處于中等水平,但都相對(duì)偏低;(2)留守初中生的元情緒存在性別、年級(jí)、父母外出時(shí)長(zhǎng)上的顯著差異,創(chuàng)新自我效能感存在年級(jí)上的顯著差異,創(chuàng)造性傾向不存在性別、年級(jí)、留守類型和父母外出時(shí)長(zhǎng)的顯著差異;(3)留守初中生的元情緒、創(chuàng)新自我效能感和創(chuàng)造性傾向之間兩兩相關(guān)。留守初中生元情緒與創(chuàng)造性傾向之間的相關(guān)系數(shù)為0.452,元情緒與創(chuàng)新自我效能感之間的相關(guān)系數(shù)為0.390,創(chuàng)新自我效能感與創(chuàng)造性傾向之間的相關(guān)系數(shù)為0.529;(4)留守初中生的元情緒能正向預(yù)測(cè)創(chuàng)新自我效能感,元情緒與創(chuàng)新自我效能感均可正向預(yù)測(cè)創(chuàng)造性傾向;(5)留守初中生的元情緒不僅能直接預(yù)測(cè)創(chuàng)造性傾向,而且能通過(guò)影響創(chuàng)新自我效能感而間接影響創(chuàng)造性傾向,創(chuàng)新自我效能感在元情緒與創(chuàng)造性傾向之間起部分中介作用,中介效應(yīng)為0.31,占總效應(yīng)的比例為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.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2

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