基层党政领导干部对创造力人才特点的隐认知

该研究对48名基层领导干部的访谈和631名基层领导干部的问卷调查,通过访谈初步研究了基层领导干部的隐创造力概念,并在访谈基础上,通过因素分析等方法,编制了中国基层党政领导干部创造力人才特点量表。研究发现,中国基层领导干部对于创造力的理解更侧重于解决实际问题而非“无中生有”。在他们看来,创造力就是如何将现有的资源加以整合利用,在既定条件的约束下,用独特的方法来解决公共服务过程中面临的各种新老问题,并取得成效。中国基层领导干部的创造力人才特点包含工作灵活、激励带动：掌握新技术、敢于突破、善于学习5个维度,各维度之间有一定相关。     

Are Teachers' Implicit Theories of Creativity Related to the Recognition of Their Students' Creativity?

We examine the structure of implicit theories of creativity among Polish high schools teachers and the role those theories play for the accuracy of teachers' assessment of their students' creativity. Latent class analysis revealed the existence of four classes of teachers, whose perception of a creative student differed: two of these classes defined a creative student incoherently with the existing theories of creativity, and the other two classes did that in accordance with Kirton's (1976) theory of creativity styles, that is, as adaptors or innovators. Teachers who perceived a creative student as an adaptor tended to more accurately assess the creativity of females, whereas teachers perceiving a creative student as an innovator more accurately assessed the creativity of males. We discuss the theoretical and practical consequences of these findings.     

青海大学生创造性思维及其相关因素研究

本文采用创造性思维问卷、推理能力测验问卷和Y—G量表对青海省四所高校的548名大学生的创造性思维及其相关因素进行研究。结果显示：(1)青海省大学生发散性思维三个特征的发展水平与青海省的经济发展和教育条件与水平密切关联。(2)创造性思维是逻辑和非逻辑思维有机结合。(3)学科性质不同、上大学起点不同对大学生创造性思维的发展有着重要影响。(4)推理能力与语词创造性的发展密切联系,但与图形创造性无显著性相关。(5)性格特征通过认知方式对创造性思维产生影响。     

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.     

Factor Structure of the Torrance Tests of Creative Thinking Verbal Form B in a Spanish‐speaking Population

The objective of this study was to compare, through a Confirmatory Factor Analysis, two different theoretical models that explain the operationalized creativity construct with the Verbal Torrance Tests of Creative Thinking (TTCT), Form B. Model 1 is represented by six factors which correspond to each activity and its respective indicators while Model 2 is integrated by three factors which correspond to each TTCT ability (i.e., Fluency, Originality, and Flexibility) and the corresponding indicators for each variable. The study was carried out with a sample consisting of 432 Spanish‐speaking youngsters of both sexes aged 15–26. According to the research findings, the model which showed the most satisfactory fit identifies six correlated factors that correspond to each of the activities proposed (χ² = 414.48; df = 116; χ²/df = 3.57; GFI = .90; NFI = .95; CFI = .96 and RMSEA = .077). These results are discussed according to its psychometric implications for the construct assessment in different fields.     

小学高年级儿童的内隐智力理论及其与表扬的关系

以101名小学五年级的儿童为被试,采用实验法考察小学高年级儿童内隐智力理论的特点,及不同归因取向的表扬对儿童内隐智力理论的影响。结果表明:(1)三组儿童对智力不可控性的得分显著低于中值,说明小学高年级儿童持有智力的发展观;控制组对努力因素的重要性评定显著高于能力因素,说明小学高年级儿童强调努力的重要性;(2)接受能力取向表扬的儿童对智力不可控性的得分显著高于接受努力取向表扬的儿童和控制组,表明能力取向的表扬使儿童倾向于认为智力是不可控的。     

Aging stereotypes and active lifestyle: Personal correlates of stereotype internalization and relationships with level of physical activity among older adults

ObjectivesThe goal of this study was to identify the personal correlates (openness to experience and implicit theories of ability) of internalization of aging stereotypes and its relationships with physical activity.DesignCross-sectional survey.MethodOne hundred and ninety-two older adults (78 men and 114 women) from 60 to 93 years (M_age = 73.44, SD = 7.34) completed a series of questionnaires measuring openness to experience, implicit theories of ability, stereotypes about older people and physical activity, attitude toward own aging, physical self-worth, physical activity level, self-rated health and education level.ResultsThe main results showed that (a) openness to experience positively predicted physical activity level through incremental theories, endorsement of aging stereotypes relative to benefits, attitude toward own aging, and physical self-worth; and (b) entity theories negatively predicted physical activity level through endorsement of aging stereotypes relative to risks, attitude toward own aging, and physical self-worth.ConclusionThe present study indicates that openness to experience and implicit theories of ability are correlates of endorsement of aging stereotypes and suggests that endorsement may be an important factor of engagement in physical activity in older adults.     

Utilizing Creative Expressive Techniques and Group Counseling to Improve Adolescents of Divorce Social-Relational Capabilities

Adolescents of divorce present challenges for mental health counselors unfamiliar with issues this population encounters. Problems such as negative societal perceptions and low behavioral self-efficacy can combine, causing long-lasting problems. Specifically, adolescents of divorce appear to be at risk for developing inadequate social/relational capabilities. To improve adolescents’ relational and social competencies, the authors advocate for a creative combination of expressive techniques and group counseling. This brief, six-week intervention may be a viable, creative tool for counselors working with this distinct client population.     

Social Scientists in Times of Crisis: The Structural Transformations Within the Disciplinary Organization and Thematic Repertoire of the Social Sciences

This is a contribution to thesociology and social epistemology of knowledgeproduction in Russian social sciences today. Inthe initial section, the epistemic status andsocial function of Soviet social scientificdiscourse are characterized in terms of textualforms and their modes of (re-)production. Theremaining sections detail the course of therestructuration of social scientific discoursesince the fall of the Soviet Union and draw onextant empirical sources, in particular studiesof bibliographical rubrics, thematicrepertoires, and current textual formsthroughout the public sphere and the academicestablishment in Russia. An underlying concernis the shifting status of the intellectual inthe wider socio-cultural context as reflectedin language usage and its textualembodiments.     

The Underlying Architecture of the Creative Worlds of Children: Young Persons from the UK and China Unwittingly Generate More Concepts that Violate Ontological Category Structure Than Do Older Adults During an Exemplar‐Generation Task

Is our cognition the underlying architecture of the recurrent and pan‐cultural imaginative ideas of children and adolescents? Recent cross‐cultural studies show that children and adolescents recall proportionally more creative, counterintuitive concepts than older adults. One outstanding concern is that cultural transmission is also constrained by how concepts emerge into culture. Hence, a broad sample of age demographics in UK and China (10–58 years; N = 90) participated in an exemplar‐generation task where participants assembled statements exemplifying conceptual categories of positive and negative emotion, imagery, humor, and inferential potential. Multiple regression analysis considering counterintuitiveness and age revealed young persons generated significantly more imaginative, counterintuitive ideas than older adults, in both UK and China groups. This cross‐cultural support for an underlying cognitive architecture of human creativity builds on Ward's (1994) research on structured imagination.     

Strengthening Couples from a Single-Parent Household Using Relational Cultural Therapy

ABSTRACT

Individuals initially learn about intimate relationships from observing others, such as their parents or caregivers’ relationship, which may positively or negatively affect their own romantic relationship. This article focuses on the application of Relational-Cultural Therapy (RCT) concepts to establish resilience among couples with at least one partner from a single-parent household. Some individuals from single-parent households may not have witnessed romantic relationships to confidently engage in adult romantic relationships. Additionally, clinicians may not consider family background as a source of contention for a couple’s presenting concerns. Thus, this article provides creative interventions and implications to assist counselors in working with couples.     

Characteristics of Personal Networks Associated with Physical and Psychological Quality of Life Among Demobilized Individuals from the Colombian Armed Conflict

The study identifies relationships between the characteristics of personal networks of demobilized individuals and their quality of life, through the evaluation of a sample of 102 ex‐combatants from a demilitarized zone in Colombia's Caribbean coast. The data was processed using centrality values calculation and statistical analysis through the Pearson correlation coefficient. Results showed moderate levels of nodality, proximity and intermediation degrees regarding small, closed networks with an unsatisfied high demand for support resources. Quality of life showed medium performance levels, with inverse relationships between mental health (p = .009 < .05) and vitality (p = .011 < .05) and intermediation. Positive feedback related significantly to general health (p = .041 < .05), while negative interactions showed inverse relationships to physical functioning (p = .012 < .05), physical role (p = .005), mental health (p = .001 < .05), and emotional role (p = .009 < .05). In conclusion, among the highly cohesive personal networks, there were less observations of social support that fosters increased energy and psychological health, given that access to this support is limited to a small number of members of the personal network. Copyright © 2013 John Wiley & Sons, Ltd.