【摘要】：家庭是每個(gè)兒童成長(zhǎng)的最初環(huán)境,對(duì)兒童的學(xué)習(xí)、社會(huì)適應(yīng)等各個(gè)方面的發(fā)展都具有至關(guān)重要的作用。研究者指出,在家庭環(huán)境的諸多因素中,對(duì)于子女心理的積極發(fā)展,最為明顯的是父母教養(yǎng)行為的作用。已有研究將父母教養(yǎng)行為劃分為自主支持、行為控制以及心理控制。相關(guān)研究已經(jīng)證實(shí)這三種教養(yǎng)行為對(duì)創(chuàng)造力都具有重要作用。根據(jù)創(chuàng)造力的生態(tài)系統(tǒng)理論,個(gè)體成長(zhǎng)的外界環(huán)境(包括家庭和學(xué)校)對(duì)個(gè)體創(chuàng)造力發(fā)展的作用往往是通過(guò)影響個(gè)體特質(zhì)(諸如動(dòng)機(jī)水平)實(shí)現(xiàn)的。研究者Deci和Ryan提出的SDT,即自我決定理論認(rèn)為,在外界環(huán)境因素和個(gè)體行為結(jié)果之間發(fā)揮重要作用的自主性動(dòng)機(jī)。目前,較少有研究同時(shí)探討三種教養(yǎng)行為對(duì)個(gè)體創(chuàng)造力的影響,并且有關(guān)父母教養(yǎng)行為對(duì)創(chuàng)造力影響的研究主要是橫斷研究。橫斷研究能夠揭示父母教養(yǎng)行為對(duì)子女創(chuàng)造力的即時(shí)影響,卻不能揭示父母教養(yǎng)行為對(duì)子女創(chuàng)造力的延時(shí)影響。因此,本研究采用追蹤研究設(shè)計(jì),在第一時(shí)間點(diǎn)上收集了父母教養(yǎng)行為、家庭社會(huì)經(jīng)濟(jì)地位、自主性動(dòng)機(jī)以及中學(xué)生創(chuàng)造力的數(shù)據(jù),在第二時(shí)間點(diǎn)(相隔一年)上收集了中學(xué)生創(chuàng)造力的數(shù)據(jù),在控制了相關(guān)變量的基礎(chǔ)上探究三種教養(yǎng)行為對(duì)中學(xué)生創(chuàng)造力的延時(shí)預(yù)測(cè)作用,以及自主性動(dòng)機(jī)的中介作用。本研究采用Runco等人編制的創(chuàng)造力問(wèn)卷(r CAB)、Pomerantz等人編制的父母教養(yǎng)行為問(wèn)卷、Ryan等人編制的學(xué)業(yè)自主調(diào)節(jié)問(wèn)卷,對(duì)濟(jì)南市2所中學(xué)的263名中學(xué)生進(jìn)行了連續(xù)2年(間隔1年)的調(diào)查。結(jié)果表明:1.自主支持和行為控制在預(yù)測(cè)中學(xué)生創(chuàng)造力上具有延時(shí)預(yù)測(cè)效應(yīng),表現(xiàn)為自主支持和行為控制均正向預(yù)測(cè)一年后中學(xué)生的創(chuàng)造力。2.自主性動(dòng)機(jī)分別在自主支持和行為控制與中學(xué)生一年后創(chuàng)造力的關(guān)系中起完全中介作用。3.關(guān)于父母教養(yǎng)行為對(duì)中學(xué)生創(chuàng)造力各維度上的延時(shí)預(yù)測(cè)作用發(fā)現(xiàn),自主支持和行為控制均正向預(yù)測(cè)中學(xué)生一年后的流暢性和靈活性;自主性動(dòng)機(jī)分別在自主支持/行為控制與中學(xué)生流暢性/靈活性的關(guān)系中起完全中介作用。
[Abstract]:Family is the initial environment for every child to grow up, which plays an important role in the development of children's learning, social adaptation and other aspects. The researchers point out that among the many factors in the family environment, the role of parenting behavior is the most obvious for the positive development of children's psychology. Parental rearing behavior has been divided into autonomous support, behavioral control and psychological control. Relevant studies have confirmed that these three upbringing behaviors play an important role in creativity. According to the ecosystem theory of creativity, the effect of the external environment of individual growth (including family and school) on the development of individual creativity is often realized by influencing individual characteristics (such as motivation level). SDT, proposed by researchers Deci and Ryan, is the autonomous motivation that plays an important role in the relationship between external environmental factors and individual behavioral outcomes. At present, there are few studies on the influence of three kinds of rearing behaviors on individual creativity, and the research on parental rearing behavior on creativity is mainly crosscutting research. The crosscutting study can reveal the immediate influence of parental rearing behavior on children's creativity, but it can not reveal the delay effect of parental rearing behavior on children's creativity. Therefore, we collected data on parenting behavior, family social and economic status, autonomous motivation and creativity of middle school students in the first time. At the second time point (one year interval), the author collected the data of the creativity of middle school students, explored the delay prediction effect of three kinds of upbringing behaviors on the creativity of middle school students and the intermediary effect of autonomous motivation on the basis of controlling the relevant variables. This study adopts the creativity questionnaire developed by Runco et al., (r CAB), Pomerantz et al.'s parental rearing behavior questionnaire, and Ryan's self-regulation questionnaire, 263 middle school students in 2 middle schools in Jinan were investigated for 2 consecutive years (1 year interval). The results show that: 1. Autonomous support and behavioral control have a delayed predictive effect in predicting the creativity of middle school students, which shows that both autonomous support and behavior control positively predict the creativity of middle school students after one year. 2. Autonomous motivation plays a completely mediating role in the relationship between autonomy support and behavior control and the creativity of middle school students after one year. 3. About the delayed prediction effect of parental rearing behavior on middle school students' creativity, it is found that autonomy support and behavior control are positive predictors of students' fluency and flexibility after one year. Autonomous motivation plays a completely mediating role in the relationship between autonomy support / behavior control and fluency / flexibility of middle school students.
【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)】：B844.2

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