本文選題：情緒　切入點(diǎn)：效價(jià)　出處：《陜西師范大學(xué)》2014年碩士論文

【摘要】：情緒是影響創(chuàng)造性科學(xué)問題提出能力的重要因素之一,以往有關(guān)情緒對(duì)創(chuàng)造力影響的研究主要集中在單一維度上,且結(jié)果不一致,因此,本文在研究中引進(jìn)新的變量,即效價(jià)、激活與調(diào)節(jié)定向三個(gè)維度,從三個(gè)方面深入探討情緒對(duì)創(chuàng)造性影響的機(jī)制。 本研究首先對(duì)誘發(fā)情緒的實(shí)驗(yàn)材料進(jìn)行了檢驗(yàn)(預(yù)實(shí)驗(yàn)),并在此基礎(chǔ)上,進(jìn)行了系列研究。系列研究以西安市某中學(xué)初一年級(jí)學(xué)生為研究對(duì)象,采用視頻和自傳體式兩種情緒誘發(fā)的方法,以及兩種實(shí)驗(yàn)干預(yù)方法,探討了不同的實(shí)驗(yàn)干預(yù)方法下,五種具體情緒對(duì)創(chuàng)造性科學(xué)問題提出能力的影響,并在此基礎(chǔ)上研究情緒的三個(gè)維度對(duì)創(chuàng)造性的影響。系列研究一主要探討了在外部刺激情緒條件下五種具體情緒以及情緒三維度(效價(jià)、激活以及調(diào)節(jié)定向)對(duì)創(chuàng)造性科學(xué)問題提出能力的影響。以西安市某中學(xué)185名初一學(xué)生為被試。將初一學(xué)生的創(chuàng)造性科學(xué)問題提出能力作為因變量,情緒的三個(gè)維度作為白變量進(jìn)行研究。研究二主要采用內(nèi)部刺激情緒的條件下,研究五種具體情緒以及情緒的三個(gè)因素對(duì)創(chuàng)造性科學(xué)問題提出能力的影響。以西安市同一所中學(xué)中另193名初一學(xué)生為被試。將初一學(xué)生的創(chuàng)造性科學(xué)問題提出能力作為因變量,將情緒的三個(gè)維度作為自變量進(jìn)行研究。 研究結(jié)果如下： (1)預(yù)實(shí)驗(yàn)中,視頻誘發(fā)的五種情緒和自傳體式誘發(fā)的五種情緒均差異顯著。 (2)在外部刺激條件下,情緒的激活維度和效價(jià)維度對(duì)創(chuàng)造性科學(xué)問題提出能力的影響差異最顯著,調(diào)節(jié)定向影響沒有達(dá)到顯著性差異。 (3)通過外部誘發(fā)的五種具體情緒中,“高興”,作為高效價(jià)、激活、促進(jìn)定向的情緒,比其他情緒更容易促進(jìn)創(chuàng)造性科學(xué)問題提出能力的表現(xiàn),且主要表現(xiàn)在開放性問題提出能力上,具體體現(xiàn)在流暢性和變通性維度上；而“悲傷”,作為低效價(jià)、鈍化、促進(jìn)定向的情緒,比其他四種情緒更容易抑制創(chuàng)造性問題提出能力的表現(xiàn),主要體現(xiàn)在創(chuàng)造性的靈活性維度上 (4)在外部刺激條件下的創(chuàng)造性科學(xué)問題提出能力的問題類型和情緒三因素的重復(fù)測(cè)量多因素方差分析中,初一學(xué)生在開放性問題上的表現(xiàn)要顯著優(yōu)于在封閉性問題上的表現(xiàn)。并且外部刺激情緒的三個(gè)因素和問題類型之間不存在交互作用。 (5)在內(nèi)部刺激即自傳體式誘發(fā)情緒條件下,情緒的調(diào)節(jié)定向維度和效價(jià)維度對(duì)創(chuàng)造性科學(xué)問題提出能力的影響差異最顯著,激活維度對(duì)創(chuàng)造性科學(xué)問題能力的影響差異不顯著。 (6)通過內(nèi)部誘發(fā)的五種具體情緒中,依然是高效價(jià)的、激活的、促進(jìn)定向的高興情緒更容易促進(jìn)創(chuàng)造性科學(xué)問題提出能力的表現(xiàn),而低效價(jià)的、激活的、促進(jìn)定向的憤怒情緒與其他三種情緒相比也更能夠促進(jìn)創(chuàng)造性的表現(xiàn),而低效價(jià)的、激活的、防御定向的恐懼情緒與其他情緒相比更容易抑制創(chuàng)造性問題提出能力的表現(xiàn)。 (7)在內(nèi)部刺激條件下的創(chuàng)造性科學(xué)問題提出能力的問題類型和情緒三個(gè)因素的重復(fù)測(cè)量方差分析中發(fā)現(xiàn),初一學(xué)生在開放性科學(xué)問題提出能力的表現(xiàn)顯著優(yōu)于封閉性問題提出能力的表現(xiàn)。而且在問題類型與效價(jià),激活和調(diào)節(jié)定向維度上分別存在交互作用。 本研究表明促進(jìn)定向和激活的情緒均有利于創(chuàng)造性科學(xué)問題提出能力的表現(xiàn),高效價(jià)的情緒也能夠促進(jìn)創(chuàng)造性的表現(xiàn),而防御定向和鈍化的情緒對(duì)創(chuàng)造性表現(xiàn)的影響則不明顯。
[Abstract]:The mood is one of the important factors influencing the ability of creative scientific problem, previous research on emotion on creativity influence mainly concentrated in the single dimension, and the results are inconsistent, therefore, the introduction of new variables in the study that the three dimensions of valence, activation and regulation of orientation, in-depth study of the mechanism of emotion on creative influence from three.
In this study, experimental materials of emotional tests (pre experiment), and on this basis, a series of studies. Series of studies to a middle school of Xi'an city junior grade students as the research object, using the method of video and autobiographical two kinds of emotion induced, and two kinds of experimental intervention methods, discusses the experimental intervention different methods, five kinds of specific emotions the ability of influence on creative scientific problem, three dimensions of emotion and on the basis of a series of creative research. In this paper, the external stimulus emotional conditions five specific emotions and emotional dimensions (valence, activation and regulation of the ability of directional) influence of creative scientific problem. A middle school in Xi'an City, the 185 middle school students as the subjects. The students creative science question raising ability as dependent variables, three dimensions of emotion As the white variables research. The two mainly uses the internal emotional conditions of five kinds of specific emotions and emotional ability to propose three factors influence on the creative scientific problem. In a middle school in Xi'an city with the other 193 students as subjects. The first school students put forward creative scientific problem as the dependent variable, the three dimension of emotion as the independent variables were studied.
The results of the study are as follows:
(1) in the pre experiment, the five emotions induced by video and the five emotions induced by autobiography were significantly different.
(2) under the external stimulus condition, the influence of emotional activation dimension and valence dimension on creativity scientific problem posing ability is the most significant difference, while the effect of regulation orientation has not reached significant difference.
(3) the five specific emotions induced by external, "happy", as the high price, activation, promote directional mood, more likely to promote the scientific creative problem finding ability than other emotions, and mainly the ability in the open problem, the specific body now fluency and flexibility dimensions; "sad", as the low price, passivation, promote directional emotions, emotions more easily than the other four inhibition CQA performance, mainly reflected in the dimensions of creative flexibility
(4) put forward in creative scientific problem under the condition of external stimulus multivariate analysis of variance of repeated measurement ability of problem types and emotional factors in the three grade, the students' performance in the open on the issue should be significantly better than in the closed questions on performance. There is no interaction between the three types of factors and problems and external stimuli the mood.
(5) under the condition of internal stimulus, namely, autobiography induced emotional condition, the influence of emotion regulation dimension and valence dimension on creativity scientific problem posing ability is the most significant difference, and the influence of activation dimension on creative science problem ability is not significant.
(6) the five specific emotions induced by internal, is still a high titer, activate, promote the directional happy mood is easier to promote the scientific creative problem finding ability performance, and low potency, activate, promote directional anger and other three kinds of emotions is more able to promote creative performance however, low potency, active defense, directional fear and other emotions more easily than inhibition of CQA performance.
(7) in creative scientific problem under the condition of internal stimulation suggests that analysis of variance of repeated measurement ability of problem types and emotions of three factors, the ability of junior middle school students performed significantly better than the closed question ability in open scientific problems. But in the question type and titer, activation and interaction respectively. Adjust the orientation.
This study shows that promoting the orientation and activation emotion is beneficial to the performance of creative scientific problem posing ability. High valence emotion can also promote creativity, while the influence of defensive orientation and passivation on creative performance is not obvious.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842

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