自主支持与创造力的关系：创意自我效能的中介作用

发布时间：2018-02-25 23:34

本文关键词： 创造力自主支持创意自我效能　出处：《山东师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：近年来，创造力越来越成为支撑经济和社会持续快速发展的动力。父母作为小学生的第一个老师，教师作为小学生日常生活中得重要他人，他们对小学生的影响是不容忽视的。已有研究表明，父母和教师对小学生的自主支持行为对他的创造力有积极的效果。创意自我效能感作为创造性领域特定的自我效能感与创造性之间关系密切。因此，本研究将考查来自父母和教师的自主支持与创意自我效能是如何影响小学生的创造力的。研究运用问卷调查法，首先以355名小学高年级学生为被试对学生创意自我效能感量表进行修订，使之适合小学高年级学生。以398名小学高年级学生为被试，对其施测威廉姆斯创造性倾向量表和创意自我效能感量表和动机激发类型问卷。利用相关分析、方差分析和回归分析等统计方法考查了自主支持、创意自我效能和小学高年级学生创造力之间的关系。研究结论如下： 1.自主支持、父母自主支持与冒险性、挑战性、创造力总分显著正相关，与好奇心，想象力相关不显著。教师自主支持与冒险性显著正相关，与好奇心、挑战性、想象力、创造力总分相关不显著。 2.创意自我效能的三个维度与总分和创造力的四个维度和总分均显著正相关。 3.自主支持、父母自主支持与创意策略信念、创意成品信念、抗负面评价、创意自我效能感总分显著正相关。教师自主支持与创意策略信念、创意成品信念、创意自我效能感总分成显著正相关，与抗负面评价相关不显著。 4.教师自主支持对创造力的预测作用不显著；自主支持、父母自主支持、均显著正向预测创造力。 5.创意自我效能、创意策略信念、创意成品信念和抗负面评价均正向预测创造力。 6.创意自我效能、创意策略信念、创意成品信念在自主支持与创造力之间起完全中介作用，创意自我效能、创意策略信念、创意成品信念在自主支持与冒险性、挑战性之间起部分中介作用。抗负面评价在自主支持与创造力之间的中介效应不显著，在自主支持与冒险性、挑战性之间中介效应显著。 7．创意自我效能、创意策略信念、创意成品信念在父母自主支持与创造力之间起完全中介作用，，创意自我效能、创意策略信念、创意成品信念在父母自主支持与冒险性、挑战性之间起部分中介作用，抗负面评价在父母自主支持与创造力、冒险性、挑战性之间起部分中介作用。 8.创意自我效能、创意策略信念、创意成品信念在教师自主支持与冒险性之间起部分中介作用。
[Abstract]:In recent years, creativity has become more and more motivation to support rapid and sustainable development of economy and society. The parents as the first teacher of primary school students, teachers as students in daily life have an important effect on the pupils of others, they can not be ignored. Studies have shown that parents and teachers the autonomy support have a positive effect on his creativity. Creative self-efficacy as certain self-efficacy ofcreative close relationship between it and creative. Therefore, this study will examine the independent and creative support from parents and teachers' self-efficacy is how to influence children's creativity.
Study on using the method of questionnaire investigation, first of all to high grade 355 students in primary school were tested on students' creative self-efficacy scale were amended to make it suitable for high grade primary school students. With high grade 398 students in primary school were tested on the measurement of Williams creative tendency scale and creative self-efficacy scale and the motivation type questionnaire. Statistical methods by using correlation analysis, variance analysis and regression analysis to examine the relationship between autonomy support creativity, creative self-efficacy and higher grade students in primary school.
The conclusion of the study are as follows:
1. autonomy support, self support and adventure, challenge their parents, significant positive correlation, total creativity and curiosity, imagination is not significantly related. Teachers' autonomy support and positive correlation, adventure and challenge, curiosity, imagination, creativity scores were not significantly correlated.
2. creative self-efficacy in three dimensions and total score and the creativity of the four dimensions and total score were significantly correlated.
3. autonomy support, parents' beliefs and support independent creative strategy, creative products strategies, anti negative evaluation, creative self-efficacy scores are significantly positively correlated. Teachers' self belief and support creative strategy, creative products strategies, creative self-efficacy into significant positive correlation, and negative evaluation of anti correlation is not significant.
4. teachers' autonomy support predicted effect on creativity is not significant; self support, parental autonomy support, were both significantlypredicted creative.
5. creative self-efficacy, creative strategies, creative products strategies and anti negative evaluation are positively predict creativity.
6. creative self-efficacy, creative strategies, creative products and belief is a mediator between the autonomy support and creativity, creative self-efficacy, creative strategies, creative products strategies on autonomy support and adventurous, challenging the role of intermediary between. The mediating effect of anti negative evaluation between autonomy support and creativity is not significant. In the self support and adventure, challenge between the significant mediating effect.
7. creative self-efficacy, creative strategies, plays a full mediating effect between self belief in parents support creative products and creative, creative self-efficacy, creative strategies, creative products strategies in parents of autonomy support and adventurous, challenging intermediary between with risky anti negative evaluation in parents' autonomy supportive and creative. The challenge, the role of intermediary between.
8. creative self-efficacy, creative strategies, creative products strategies on Teachers' independent support and adventure of the role of intermediary between.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：B844.2

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