發(fā)布時(shí)間：2018-01-12 00:24

  本文關(guān)鍵詞：父母教養(yǎng)方式、認(rèn)知靈活性與中學(xué)生創(chuàng)造力的關(guān)系　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 父母教養(yǎng)方式 認(rèn)知靈活性 領(lǐng)域創(chuàng)造力

【摘要】：創(chuàng)造力是由知識、智力及人格特質(zhì)等多因素綜合構(gòu)建而成的人類最高級的能力,是民族進(jìn)步的靈魂,是國家發(fā)展的不竭動力。初中階段是創(chuàng)造力發(fā)展的關(guān)鍵時(shí)期,因而研究影響初中生創(chuàng)造力發(fā)展的因素,及作用機(jī)制對于該階段的創(chuàng)造教育至關(guān)重要。已有研究表明,個(gè)體創(chuàng)造力受到內(nèi)部因素和外部因素的共同影響(Amabile,1983)。本研究選取父母教養(yǎng)方式作為創(chuàng)造力發(fā)展的外部環(huán)境,將個(gè)體的認(rèn)知靈活性作為創(chuàng)造力發(fā)展的內(nèi)部因素,探討二者在初中生創(chuàng)造力發(fā)展中的作用。創(chuàng)造力發(fā)展的生態(tài)系統(tǒng)理論模型進(jìn)一步闡述外部與內(nèi)部因素作用于創(chuàng)造力的模式,認(rèn)為外部環(huán)境因素通過個(gè)體的內(nèi)部因素作用于個(gè)體創(chuàng)造力,因此我們推斷,父母教養(yǎng)方式通過個(gè)體的認(rèn)知靈活性進(jìn)而影響初中生創(chuàng)造力。本研究采用父母教養(yǎng)方式評價(jià)量表、認(rèn)知靈活性中文量表和領(lǐng)域創(chuàng)造力量表,對江蘇省徐州市第十三中學(xué)的326名初二學(xué)生進(jìn)行測驗(yàn),使用SPSS16.0和Mplus7.0等統(tǒng)計(jì)軟件進(jìn)行數(shù)據(jù)分析,考察父母教養(yǎng)方式,認(rèn)知靈活性和創(chuàng)造力三者之間的關(guān)系,主要結(jié)論如下:1、領(lǐng)域創(chuàng)造力的性別差異檢驗(yàn)表明,性別在日常創(chuàng)造力、學(xué)術(shù)創(chuàng)造力、科學(xué)/機(jī)械創(chuàng)造力和藝術(shù)創(chuàng)造力上沒有顯著差異,但在表現(xiàn)創(chuàng)造力上差異顯著,具體表現(xiàn)為,女生高于男生。在父母教養(yǎng)方式及認(rèn)知靈活性上性別差異皆不顯著。2、在父母教養(yǎng)方式三個(gè)維度與領(lǐng)域創(chuàng)造力的關(guān)系上,父母自主支持正向預(yù)測日常創(chuàng)造力、學(xué)術(shù)創(chuàng)造力和機(jī)械/科學(xué)創(chuàng)造力;行為控制正向預(yù)測日常創(chuàng)造力、學(xué)術(shù)創(chuàng)造力和藝術(shù)創(chuàng)造力;父母心理控制對五個(gè)領(lǐng)域的領(lǐng)域創(chuàng)造力皆無顯著預(yù)測作用。3、在父母教養(yǎng)方式、認(rèn)知靈活性與初中生領(lǐng)域創(chuàng)造力三者的關(guān)系中,認(rèn)知靈活性在自主支持與日常創(chuàng)造力之間起部分中介作用;在自主支持與學(xué)術(shù)創(chuàng)造力之間,自主支持與機(jī)械/科學(xué)創(chuàng)造力之間起完全中介作用;認(rèn)知靈活性在行為控制與藝術(shù)創(chuàng)造力之間起部分中介作用,行為控制與日常創(chuàng)造力之間,行為控制與學(xué)術(shù)創(chuàng)造力之間起完全中介作用。
[Abstract]:Creativity is the most advanced ability of human being, which is constructed by knowledge, intelligence and personality. It is the soul of national progress. Junior middle school is the key period of the development of creativity, so the factors that affect the development of creativity of junior high school students are studied. Previous studies have shown that individual creativity is influenced by both internal and external factors. This study selects parental rearing style as the external environment of creativity development and takes individual cognitive flexibility as the internal factor of creativity development. To explore the role of the two in the development of creativity of junior high school students. The ecosystem theory model of creativity development further elaborated the external and internal factors on the mode of creativity. It is believed that external environmental factors act on individual creativity through individual internal factors, so we infer. Parental rearing style affects the creativity of junior high school students through individual cognitive flexibility. This study uses the Parental rearing style Evaluation scale, Cognitive flexibility Chinese scale and Domain creativity scale. The data of 13th junior middle school students in Xuzhou City Jiangsu Province were analyzed by using SPSS16.0 and Mplus7.0 to investigate the parental rearing style. The main conclusions of the relationship between cognitive flexibility and creativity are as follows: 1. The gender difference test of domain creativity shows that gender is in daily creativity and academic creativity. There is no significant difference between scientific / mechanical creativity and artistic creativity, but there are significant differences in the performance of creativity. Female students were higher than boys. There were no significant gender differences in parental rearing style and cognitive flexibility. In the relationship between three dimensions of parental rearing style and domain creativity parental autonomy support positively predicted daily creativity. Academic creativity and Mechanical / Scientific creativity; Behavior control positively predicts daily creativity, academic creativity and artistic creativity; Parental psychological control has no significant predictive effect on domain creativity in five fields. 3. In the relationship between parental rearing style cognitive flexibility and junior high school students' domain creativity. Cognitive flexibility plays an intermediary role between autonomy support and daily creativity; Between independent support and academic creativity, autonomous support and mechanical / scientific creativity play a complete intermediary role; Cognitive flexibility plays a part intermediary role between behavioral control and artistic creativity, behavioral control and daily creativity, behavioral control and academic creativity.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.2

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