师生关系对小学生创造性的作用:一个有调节的中介模型

以658名儿童为被试,采用测验法和问卷法考察师生关系与小学生创造性思维的关系,同时探析创新自我效能感的中介作用,以及该作用是否受到开放性人格的调节。结果发现:(1)师生关系对小学生创造性思维、创新效能感均有显著的正向预测作用;(2)创新效能感在师生关系与小学生创造性思维总分、流畅性和独特性得分之间起完全中介作用;(3)开放性可以调节创新效能感对小学生创造性思维的作用,开放性高时效能感的中介效应显著,而开放性低时该效应不显著。这些结果对于综合解释教育过程中环境与个体因素对创造性的作用路径与机制具有重要意义。     

Characteristics of ADHD Related to Executive Function: Differential Predictions for Creativity-Related Traits

Although the relationship between creativity and ADHD is uncertain, recent studies examining how dimensionally assessed characteristics of ADHD relate to creativity and divergent thinking in adults suggest an occasional positive, linear relationship between the constructs. However, the executive functions proposed to underlie characteristics of ADHD have not been examined in relation to creativity. This study was conducted to determine how different characteristics of ADHD related to executive functioning (as assessed by the Brown ADD Scales) predict different components of figural divergent thinking, intellectual risk-taking, and creative self-efficacy. Undergraduate engineering students (N = 60) completed the Brown ADD Scales, a figural divergent thinking task, and self-report measures of intellectual risk-taking and creative self-efficacy. A series of multivariate regression models demonstrated that several components of divergent thinking (i.e., fluency, originality, and resistance to closure) were predicted by different characteristics of ADHD. Although fluency was predicted by affect only and originality was predicted by activation only, resistance to closure was predicted by activation, effort, and attention. Additionally, intellectual risk-taking was predicted by memory, effort, and activation, whereas creative self-efficacy was predicted by effort. The implications of these results relating to the relationship between ADHD and creativity, as well as for engineering undergraduate education are discussed.     

教师创造性教学行为与小学生创造性思维的关系：有调节的中介模型

以471名小学生为被试,采用儿童报告法考察教师创造性教学行为与小学生创造性思维的关系,同时探析小学生创意自我效能感的中介作用以及开放性人格的调节作用。结果发现:(1)在控制儿童性别、年龄和父母受教育程度后,感知到的教师创造性教学行为显著正向预测小学生创造性思维的流畅性、变通性和独特性;(2)感知到的教师创造性教学行为可以通过创意自我效能感影响小学生创造性思维的流畅性、变通性和独特性;(3)开放性人格能够调节感知到的教师创造性教学行为对小学生创意自我效能感的作用,个体开放性人格水平越高,小学生感知到的教师创造性教学行为对创意自我效能感的预测作用越强。研究表明,创意自我效能感和人格开放性可能是教师创造性教学行为与学生创造性思维关联的重要机制,改善教师的创造性教学行为,提高创意自我效能感和人格开放性水平,有助于促进小学生的创造性思维发展。     

父母教养方式对初中生创造思维的影响:自我概念的中介作用*

采用父母教养方式评价量表、田纳西自我概念量表和托兰斯创造性思维测验(中文版),测量了429名初中生的父母教养方式、自我概念与创造思维,并对其关系进行考察。结果发现:(1)父亲温暖、理解显著正向预测初中生的创造思维,父亲惩罚、严厉显著负向预测初中生的创造思维,母亲教养方式与之呈现出相似的预测模式;(2)自我概念在父亲惩罚、严厉与独创性间起中介作用;(3)在自我概念的三个维度中,只有自我认同在父母温暖、理解/父母惩罚、严厉与创造思维间起中介作用。作者着重探讨了父母惩罚、严厉,自我概念与创造思维的关系以及对父母教养子女的启示。     

个体变量、材料变量对大学生创造性问题提出能力的影响

研究以139名大学生为被试,采用2(信息素养:高、低)×2(批判性思维倾向:强、弱)×2(信息量:高、低)×2(批判情境:有、无)四因素混合设计,考察个体变量和材料变量对创造性问题提出能力的影响。结果显示:(1)从个体变量看,批判性思维倾向在信息素养预测创造性问题提出能力时起调节作用;(2)从材料变量看,信息量高且含批判情境的材料对创造性问题提出能力有促进作用;(3)个体变量和材料变量在灵活性和独创性上存在交互作用。高信息素养或强批判性思维倾向的被试在含批判情境材料下灵活性、独创性表现更好;低信息素养或弱批判性思维倾向的学生在无批判情境材料下灵活性表现更好,在两种批判情境下独创性无显著差异。     

The Indirect Effect of Teachers’ Creative Mindsets on Teaching Creativity

Understanding how teachers’ implicit beliefs promote and inhibit students’ creativity has important implications for fostering creativity in the classroom. This study investigated whether the effect of teachers’ fixed creative mindset on their self‐efficacy for teaching creativity was mediated by their perceptions of students’ potential and the degree to which this indirect effect varied by level of growth creative mindset. A sample of educators (N = 119) completed an online survey containing questions regarding creative mindsets, perceptions of students’ potential, self‐efficacy for teaching creativity, and a set of relevant covariates. A moderated mediation analysis indicated that the more teachers believed creativity to be innate, the less teachers tended to perceive every student to possess creative potential. Consequently, teachers’ confidence in their ability to teach for creativity was diminished. Results from the corresponding tests of simple indirect effects indicated that this negative indirect effect of a fixed creative mindset was lessened by teachers’ growth creative mindset. Taken together, the findings suggest the likely significant role of teachers’ fixed and growth creative mindsets for fostering creativity in classroom.     

Using Daily Creativity Planning to Promote Creative Behavior

Research has demonstrated that on the path from a creative idea to a creative outcome, high creativity motivation and self-efficacy do not necessarily lead to creative behavior. The present study proposed and examined the notion that daily creativity planning could promote creative behavior and contribute to the cultivation of creativity. A total of 77 middle school students (39 students in the experimental group and 38 in the control group) participated in this study, for which a quasi-experimental design was administered. The experimental group conducted a two-week daily planning for creative activities, while the control group did not conduct any intervention. The results showed that students' creativity motivation and creative self-efficacy were at relatively high levels overall and were positively and moderately correlated with creative behavior. Daily planning could effectively facilitate students' creative behavior. These findings point to a promising and simple creativity enhancement strategy for cultivating students to develop the habit of making creative plans in their daily lives.     

Relating Personality and Creativity: Considering What and How We Measure

Creativity is a complex construct that is conceptualized and measured in multiple ways. This study examined the relationship between creativity and personality taking this into account. It was hypothesized that applying different conceptions and measures would cause variation in the creativity–personality relationship. The participants (N = 224) were undergraduate students and completed six creativity measures, a personality inventory, and a demographic questionnaire. Personality predicted more creative production (R² = .277) than creative potential (R² = .176) and more self‐reported creativity (R² = .348) than that which was externally rated (R² = .149). Openness was most consistently and strongly related to creativity, but other personality factors varied in their influence and some demonstrated suppression effects. Overall, the results suggest that despite relatively small effects of personality on creativity, there appear to be meaningful differences in the relationships depending on conception and measurement. Implications for educational settings and future research are discussed.     

创造性认知风格、创造性人格与创造性思维的关系

对315名初中生施测Kirton适应–创新认知风格问卷、Williams创造性倾向量表和Torrance创造性思维测验任务,以考察创造性认知风格、创造性人格与创造性思维之间的关系。相关分析表明,在创造性认知风格中,效率性、规则性均与创造性思维呈显著负相关;在创造性人格中,冒险性、好奇心及挑战性均与创造性思维显著正相关。回归分析进一步表明,在创造性认知风格中,创新性、效率性分别正向、负向预测创造性思维,在创造性人格中,好奇心正向预测创造性思维;对回归系数的逐步检验发现,创新性维度通过创造性人格而对创造性思维具有间接的积极影响。结构方程模型结果则显示,创新性维度、规则性维度以创造性人格为中介分别对创造性思维发生间接的积极、消极影响。可见,创新认知风格有利于创造性思维,而适应认知风格不利于创造性思维;创造性人格有利于创造性思维;创造性人格在创造性认知风格与创造性思维之间具有一定的中介作用,创新性认知风格通过创造性人格而促进创造性思维,规则性认知风格通过创造性人格而抑制创造性思维。     

Creative Thinking Processes: The Past and the Future

For more than one hundred years, students of creativity, including seminal efforts published in the Journal of Creative Behavior , have sought to identify the key processes people must execute to produce creative problem solutions. In recent years, we have seen a consensual model of key creative thinking processes being accepted by the field. In the present effort, we review the evidence bearing on the eight core processes proposed in this consensual model. Subsequently, directions for future research on creative thinking processes are discussed.     

A Meta-Analysis of the Relation between Creative Self-Efficacy and Different Creativity Measurements

This meta-analysis investigated the relations between creative self-efficacy (CSE) and creativity measures and hypothesized that self-assessed questionnaires would have a different relation to self-efficacy beliefs compared to other creativity tests. The meta-analysis synthesized 60 effect sizes from 41 papers (overall N = 17226). Taken as a whole, the relation between CSE and creativity measures was of medium size (r = .39). Subgroup analyses revealed that self-rated creativity correlated higher with self-efficacy (r = .53). The relation with divergent thinking (DT) tests was weak (r = .23). Creativity scales had a medium size relation (r = .43), and was stronger than the relation to verbal performance tasks (r = .27) and figural performance tasks (r = .19). In a comparison between measures focusing on the creative person (r = .47), the creative product (r = .32), and the creative process (r = .27), the person aspect was most strongly linked to CSE. Thus, the relation between self-efficacy and creativity measures is dependent on the type of measurement used, emphasizing the need for researchers to distinguish between different instruments—not the least between self-report scales and more objective test procedures. Conceptual implications are discussed and critique concerning the creativity concept is brought up.     

Strategy Induction Enhances Creativity in Figural Divergent Thinking

Instructional effects in creative‐thinking tasks are important to understand in order to promote creative performance of individuals. In divergent‐thinking tasks, for example, instructional and strategic enhancement effects have been extensively studied for verbal tasks. However, while studies on instructional enhancement effects on creative drawing tasks exist, it is surprising that strategy enhancement in figural divergent thinking is still underresearched. In this study, we used a strategy manipulation approach to reassess the role of executive strategy implementation and the moderating role of an indicator of fluid intelligence, figural analogical reasoning, in two types of figural divergent‐thinking tasks (abstract vs. concrete). The sample comprised N = 75 high‐school students. Importantly, we found strategic enhancement effects by combining strategy instructions with a prompt to “be creative.” This combined instruction was contrasted with a standard instruction, and main effects were found for overall, concrete, and abstract creativity. Moreover, we found in a regression analysis a main effect for figural analogical reasoning on overall creativity and creativity for only the concrete object tasks. An expected interaction effect of instruction and figural analogical reasoning was not found. As another addition, the role of current motivation in figural divergent thinking was explored.     

Creative Potential and Multicultural Experiences: The Mediating Role of Creative Self-Efficacy

In two studies, one in Mexico and another one in Germany, we examined the indirect influence of self-reported multicultural experience on creative potential, through its influence on creative self-efficacy, and its direct influence on creative personal identity. In both studies, business students from Mexico and Germany completed a battery of questionnaires assessing creative self-efficacy (with two different operationalizations), creative personal identity, multicultural experiences, and a divergent thinking task designed to generate ideas to solve two different business problems. Structural equation modeling was used to test our hypotheses. Results from both studies found a positive relationship between self-reported multicultural experiences and creative personal identity. Similarly, multicultural experiences had an indirect, positive relationship with originality scores from a divergent thinking task, through its influence on creative self-efficacy. Hence, the positive influence of multicultural experience on creative potential, through creative self-efficacy, was established in two countries and with different operationalizations, trait like versus state like, of creative self-efficacy. The implications of the results were discussed.     

小学儿童家庭环境、创意自我效能与创造力的关系

该文采用问卷法对473名小学五、六年级儿童的家庭环境、创意自我效能与创造力（创造性个性倾向和创造性思维）的关系进行调查,运用SPSS、AMOS等软件,进行数据的处理与分析。结果表明,家庭环境的知识性、创意自我效能与创造力之间显著正相关。创意自我效能在家庭环境、创造性个性倾向间,家庭环境的知识性与创造性思维的独创性间,家庭环境的知识性与创造力间起完全中介作用。     

Creative Metacognitive Feelings as a Source of Information for Creative Self-efficacy,Creativity Potential,Intrapersonal Idea Selection,and Task Enjoyment

Creativity scholars try to untangle the commonalities and differences between creative self-beliefs: creative self-efficacy, creative self-concept, creative metacognition, and creative role identity. While these efforts are already contributing significantly, we would like to suggest that for creative metacognition, we need to go beyond the assessment of confidence beliefs and regulation and include creative metacognitive feelings and intrapersonal idea selection as two additional components. To test the validity of our proposition, this study examined the influence of creative metacognitive feelings on creative self-efficacy, creative potential, accurate intrapersonal idea selection (agreement between individuals’ selection of their most creative idea and two independent judges’ selection of the participants’ best idea), and task enjoyment. To elicit metacognitive feelings, participants were randomly assigned to remember and write down two or six instances in their lives in which they generated novel and useful ideas that helped solve a problem. Participants then completed a questionnaire assessing creative self-efficacy, ease of recall as a proxy of metacognitive feelings, performance on a divergent thinking task, and task enjoyment. Results showed an indirect influence of recalling fewer examples on creative self-efficacy through its influence on metacognitive feelings. Metacognitive feelings then had an indirect influence, through creative self-efficacy, on creative potential and task enjoyment.     

Convergent,Discriminant, and Incremental Validities of Person–Environment Fit Scale for Creativity in Predicting Innovative Behavior

This study examined the validity of a 14-item two-factor person–environment fit scale for creativity (PEFSC) to measure the personal and environmental components of creativity. A sample of 2,475 participants completed the PEFSC for evaluating the factor structure. For convergent, discriminant, and incremental validities, a subsample (N = 362) completed the creative self-efficacy scale, support for innovation subscale of the team climate inventory, and innovative behavior measure. Results indicated the two-factor correlated model showed a better goodness of fit than the one-factor model. Measurement invariance of PEFSC was observed across different genders and educational groups. Internal consistency reliabilities were satisfactory (α  ≥  .87). The personal dimension indicated stronger associations with creative self-efficacy than with support for innovation, whereas the environmental dimension was related more closely to support for innovation than to creative self-efficacy. Incremental validity was confirmed by significant and additional explanations from PEFSC in predicting innovative behavior. These results consolidated the application of person–environment fit theoretical framework in creativity research.     

The Dynamics of Creative Self-Concept: Changes and Reciprocal Relations Between Creative Self-Efficacy and Creative Personal Identity

Although creative self-concept constructs are intensively studied in the creativity literature, little is known about the dynamics of their changes during the life span and the relationships between different aspects of the creative self-concept. Using a longitudinal and a cross-sequential design, this investigation aimed to test changes in two important creative self-concept constructs—creative self-efficacy and creative personal identity—over short (6 months) and longer (20 months) periods of time, while simultaneously examining reciprocal relationships between them. The results showed the short-term stability of both constructs, but they also revealed significant change over the longer period―specifically, a growth of creative self-efficacy and creative personal identity in people from late adolescence to early adulthood and a drop among older participants. Reciprocal longitudinal relationships between creative self-efficacy and creative personal identity were also demonstrated, with creative self-efficacy being a more stable predictor of creative personal identity than the reverse.     

三种压力与创意自我效能感对创造力的影响

以216名初中二年级学生为被试,采用现场实验,探讨个体创意自我效能感在竞争、评价和时间三种压力情境下对创造力的影响。结果发现,三种压力对于总体创造力的影响不同;时间、评价压力分别提高了流畅性和新颖性,竞争压力既提高了流畅性又提高了新颖性,但三种压力情境都降低了变通性;创意自我效能感中间组的学生在压力情境下具有最好的变通表现,而效能感低分组表现最差。     

创新自我效能感对创新行为的影响:多重中介效应分析

采用创新自我效能感量表、内部动机量表、外部动机量表和创新行为量表,对北京和天津地区的144名科技创新者进行问卷调查,检验了科技创新者的创新自我效能感、内部动机、外部动机与创新行为之间的关系。研究结果发现创新自我效能感、内部动机、外部动机和创新行为之间均存在显著正相关;创新自我效能感、内部动机和外部动机均可正向预测创新行为;外部动机和内部动机在创新自我效能感和创新行为之间起多重中介作用。研究结果初步揭示了科技创新领域中创新动机、自我效能感和创新行为之间的动态关系。