發(fā)布時(shí)間：2018-07-09 17:50

  本文選題：創(chuàng)造力 + 期望　； 參考：《蘇州大學(xué)》2014年碩士論文

【摘要】：加勒提亞（Galatea）效應(yīng)提出員工高自我期望水平會(huì)使員工產(chǎn)生更高的工作表現(xiàn)。而創(chuàng)造力領(lǐng)域中自我期望轉(zhuǎn)化為個(gè)體創(chuàng)造性工作表現(xiàn)的內(nèi)在歷程如何所知甚少，因此本研究專注于自我期望對(duì)創(chuàng)造力的影響效應(yīng)以及過程機(jī)制。 研究一從創(chuàng)意效能的概念出發(fā)，探討高創(chuàng)意效能者是否能夠因其對(duì)自我創(chuàng)造力的信心，在期望與創(chuàng)造力關(guān)系中起中介作用。 研究一采用單因素實(shí)驗(yàn)設(shè)計(jì)。研究對(duì)象為75位大學(xué)生。自變量是期望，包括高期望、低期望兩種水平，再加一個(gè)控制組處理。通過提供創(chuàng)造潛能的虛假反饋?zhàn)鳛閷?shí)驗(yàn)處理。中介變量為創(chuàng)意效能，因變量為創(chuàng)造性觀點(diǎn)生成能力和創(chuàng)造性問題解決能力。 研究二旨在檢驗(yàn)調(diào)節(jié)定向和思考策略兩種不同的調(diào)節(jié)策略在期望與創(chuàng)造力中的調(diào)節(jié)效應(yīng)。 實(shí)驗(yàn)一采用2（期望：高/低）×2（調(diào)節(jié)定向：促進(jìn)定向/預(yù)防定向）的雙因素被試間設(shè)計(jì)。研究對(duì)象為100位大學(xué)生。自變量為期望，包括高期望、低期望兩種水平。通過指導(dǎo)語誘發(fā)。因變量為創(chuàng)造性問題解決能力，采用方案制定任務(wù)來測量。調(diào)節(jié)變量為調(diào)節(jié)定向，包括促進(jìn)定向和預(yù)防定向，采用任務(wù)框架進(jìn)行實(shí)驗(yàn)處理。 實(shí)驗(yàn)二采用采用2（期望：高/低）×3（思考策略：心理對(duì)照/沉溺于現(xiàn)實(shí)/沉溺于幻想）的雙因素被試間設(shè)計(jì)。研究對(duì)象為150位大學(xué)生。自變量為期望，包括高期望、低期望兩種水平。通過指導(dǎo)語誘發(fā)。因變量為創(chuàng)造性問題解決能力，采用方案制定任務(wù)來測量。調(diào)節(jié)變量為思考策略，包括心理對(duì)照、沉溺于現(xiàn)實(shí)、沉溺于幻想，通過想象作業(yè)進(jìn)行處理。實(shí)驗(yàn)結(jié)果歸納如下: 1.期望影響創(chuàng)造力表現(xiàn)。高期望組在發(fā)散性思維任務(wù)中的表現(xiàn)要顯著高于低期望組和控制組。而在頓悟性問題解決任務(wù)中，高低期望組和控制組之間差異不顯著。 2.創(chuàng)意效能在期望和發(fā)散性思維關(guān)系中起部分中介作用。 3.調(diào)節(jié)定向調(diào)節(jié)期望對(duì)創(chuàng)造力的影響。對(duì)于促進(jìn)定向情境中的個(gè)體，期望與創(chuàng)造力正相關(guān)；對(duì)于預(yù)防定向情境中的個(gè)體，期望與創(chuàng)造力的相關(guān)不顯著。 4.思考策略正向調(diào)節(jié)期望對(duì)創(chuàng)造力的影響。對(duì)于心理對(duì)照情境中的個(gè)體，期望與創(chuàng)造力正相關(guān)；對(duì)于沉溺于未來幻想中的個(gè)體和反省于現(xiàn)實(shí)不利因素中的個(gè)體，期望與創(chuàng)造力的相關(guān)不顯著。 最后，本文結(jié)合不同的理論對(duì)研究結(jié)果進(jìn)行了討論，，指出研究不足并提出未來展望。
[Abstract]:The Galatea effect suggests that high levels of self-expectation lead to higher performance. However, little is known about how self-expectation translates into individual creative work performance in the field of creativity, so this study focuses on the effect of self-expectation on creativity and its process mechanism. Based on the concept of creative efficacy, the first study explores whether high creative efficacy can play an intermediary role in the relationship between expectation and creativity because of their confidence in self-creativity. In the first study, a single factor experimental design was used. The subjects were 75 college students. Independent variables are expectations, including high expectations, low expectations, and a control group. It is treated as an experiment by providing false feedback of creative potential. The intermediate variable is creative efficiency, and the dependent variable is creative viewpoint generating ability and creative problem solving ability. The purpose of the second study is to test the regulatory effects of two different regulatory strategies, namely, regulatory orientation and thinking strategies, in expectation and creativity. In experiment 1, a two-factor design of two factors (expectation: high / low) 脳 2 (regulating orientation: promoting orientation / preventive orientation) was used. The subjects were 100 college students. The independent variable is expectation, including high expectation and low expectation. Induces by instruction. Dependent variables are creative problem-solving abilities, measured using a program-setting task. Adjusting variable is adjusting orientation, including promoting orientation and preventing orientation. In experiment 2, a two-factor design of 2 (expectation: high / low) 脳 3 (thinking strategy: psychological control / reality / fantasy) was used. The subjects were 150 college students. The independent variable is expectation, including high expectation and low expectation. Induces by instruction. Dependent variables are creative problem-solving abilities, measured using a program-setting task. The adjustment variable is thinking strategy, including psychological contrast, indulging in reality, indulging in fantasy, and dealing with it through imaginative work. The experimental results are summarized as follows: 1. Expectations affect creative performance. The performance of high expectation group in divergent thinking task was significantly higher than that of low expectation group and control group. But in the epiphany problem solving task, the difference between high and low expectation group and control group is not significant. 2. 2. Creative effectiveness plays an intermediary role in the relationship between expectation and divergent thinking. 3. Adjust the effect of directional regulation expectation on creativity. For individuals who promote orientation, expectation is positively related to creativity, while for individuals in preventive orientation, the correlation between expectation and creativity is not significant. 4. Thinking strategies positively regulate the impact of expectations on creativity. For individuals in psychological control situations, expectation is positively related to creativity, while for individuals indulging in futuristic fantasies and those who reflect on the negative factors of reality, the correlation between expectation and creativity is not significant. Finally, this paper discusses the research results based on different theories, points out the deficiency of the research and puts forward the future prospects.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B848

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