父母控制与班级创新氛围对儿童创造力潜能的影响机制
文献类型：学位论文
| 作者 | 刘 畅 |
| 答辩日期 | 2023-12 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 张兴利 |
| 关键词 | 儿童 父母控制 基本心理需求 班级创新氛围 创造力潜能 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The Influence Mechanism of Parental Control and Creative Classroom Environment on Children’s Creative potential |
| 中文摘要 | The development of individual creativity is of great significance to their own growth and national development. Primary school children from Grade 1 to Grade 3 are in the transitional period of cognitive development from concrete to abstract and from low to high. They have certain development potential but are not enough to create creative products in a broad sense. Therefore, adopting appropriate assessment tools to measure children's creative ability can not only objectively understand their creative development level. It can also provide a favorable basis for the subsequent research and cultivation of children's creativity. At the same time, the environment of children from Grade 1 to Grade 3 is a transitional stage from family environment, which plays a major role in children's development, to family environment and school environment, so understanding the influence mechanism of the two kinds of environment on children's creative potential is conducive to the cultivation of children's creativity. At the same time, the creativity of children in this stage is mostly manifested as daily creativity that is not combined with specific skills and experience, so the creativity potential can be used as a measure of creativity level. Parental control is a core component of family upbringing, an important part of family environment, and an important factor affecting children's development. As a learning environment jointly created by teachers, peers and learning content, creative classroom environment also has an important relationship with children's own development. Therefore, this study attempts to study the influence and mechanism of parental control and creative classroom environment on children's creative potential in the context of Chinese culture. This study consists of two sub-studies: Study one revises the Test of Creative Thinking—Drawing Production, and study two explores the influence mechanism of parental control and creative classroom environment on children's creative potential. Study One validated the applicability of the Test of Creative Thinking – Drawing Production (TCT-DP) in the Chinese children population. It is a tool to measure creative potential in a pictorial way. It takes the total score of the test as the creative potential index. The study involved the translation, back-translation, and content debugging of the test scoring manual. 229 children aged 5-9 (from kindergarten middle class to third grade of elementary school) in Guangzhou were recruited as participants. The inter-rater reliability of three independent raters was used as an indicator of scorer reliability. The test-retest reliability, measured by two tests administered 8 weeks apart, was used to assess the tool's retest reliability. Factor analysis was conducted on the 10 indicators of the test to verify its structural validity. Exploratory factor analysis revealed a three-factor model consisting of overall meaning, graphic information, and breaking conventions. Confirmatory factor analysis indicated a good fit for the three-factor model. The Consensual Assessment Test (CAT) was employed to score the creative and technical aspects of the drawing works in 12 indicators across two dimensions, to examine the aggregate and discriminant validity of TCT-DP. The results showed a significant correlation between TCT-DP's creativity total score and CAT's creativity factor score, while there was no significant correlation with the technical factor score. This indicates that TCTDP demonstrates good aggregate and discriminant validity. Study One demonstrated that the Chinese version of TCT-DP meets the requirements of reliability and validity in measurement and can be applied in Study Two. In study 2, 408 students from 16 classes from Grade 1 to Grade 3 in four primary schools in Kaifeng were tested and investigated. Data were collected using TCT-DP, Parental Control Scale, Basic Psychological Needs Scale, and Creative Classroom Environment Scale. The development of creativity potential, gender differences, and the relationship and mechanism among variables were investigated through ANOVA and, Multi-level Linear regression Model. The main results are as follows: 1. there is no gender or grade difference in children's creative potential in grades 1-3. 2. Both parental psychological control and behavioral control negatively predict the satisfaction of children's basic psychological needs. 3. The satisfaction of basic psychological needs positively predicts the expression of children's creative potential. 4. Basic psychological needs mediate the relationship between parental psychological control and children's creative potential. 5. A positive class innovation atmosphere predicts the partial satisfaction of children's basic psychological needs. 6. Basic psychological needs serve as a cross-level mediator between class innovation atmosphere and children's creative potential. This study suggests that parents reducing or avoiding the use of psychological control methods is beneficial for satisfying children's basic psychological needs and promoting the development of their creative potential. The satisfaction of basic psychological needs contributes to the development of children's creative potential. A positive class innovation atmosphere is conducive to fulfilling children's basic psychological needs, thereby fostering the development of their creative potential. Therefore, it can be concluded that a loving and relaxed family environment, as well as a united, inclusive, and open class environment, have a promoting effect on the satisfaction of children's basic psychological needs and the development of their creative potential. |
| 英文摘要 | 个体创造力的发展对自身成长和国家发展都具有重大意义。小学一至三年级儿童由于其所处的认知发展阶段处于具体向抽象、低级向高级的过渡时期，既具备一定发展潜能但是又不足以创造出符合广泛意义上的创造性产品，因此采用合适的评价工具测量儿童的创造性能力不仅能够客观了解其创造力发展水平，还能够为后续儿童创造力研究和培养提供有利基础。同时，一至三年级儿童所处环境由家庭环境对儿童发展起主要作用，向家庭环境与学校环境共同作用转变，因此了解两种环境对儿童创造力的影响机制，有利于儿童创造力的培 养。同时这一阶段儿童创造力多表现为未与具体技能和经验结合的日常创造力，因而可用创造力潜能作为创造力水平的衡量指标。父母控制是家庭教养方式中的一个核心成分，是家庭环境的重要内容，是影响儿童发展的重要因素。而班级创新氛围作为教师、同伴、学习内容三者共同营造的学习环境，也与儿童自身发展有着重要联系。因此，本研究试图在我国文化背景下研究父母控制和班级创新氛围对儿童创造力潜能的影响和机制。由于目前所用的儿童创造力测量工具存在较多局限，故需要引入更适合的测量手段对儿童阶段的创造力潜能发 展及影响机制进行研究，因此本研究包含两个子研究，研究一对绘画创造力测试进行本土化修订，研究二探索父母控制及班级创新氛围对儿童创造力潜能的影响机制。 研究一验证了绘画创造力测试(Test of Creative Thinking –Drawing Production, TCT-DP)在中国儿童群体中的适用性。TCT-DP 是一个以绘画方式测量创造力潜能的工具，它以测试各项目分的总和作为创造力潜能指数。研究对测试评分手册进行了翻译、回译和内容调试，以广州 229 名年龄为 5-9 岁(幼儿园大班到小学三年级)的儿童为被试，首先以三位评分者独立评分的肯德尔和谐系数结果作为评分者信度；以间隔 8 周两次测试相关系数作为工具的重测信度，对测试的 10 个指标进行了因子分析验证其结构效度，其中探索性因子分析，发现了一个包含整体意义、图形信息、突破常规的三因子模型，再进行验证性因子分析，表明三因子模型拟合良好；采用同感评估技术(Consensual Assessment Test, CAT) 对测试的绘画作品进行创造力和绘画技巧 12 个指标两个维度的评分，以考察 TCT-DP 的聚合效度和区分效度，结果显示 TCT-DP 创造力总分与 CAT 的创造力因子得分显著相关,与绘画技巧因子得分无显著相关，表明 TCT-DP 有较好的聚合与区分效度。研究一表明，TCT-DP 中文版信效度均符合测量学要求，可以用于研究二应用。 研究二以开封四所小学一至三年级 16 个班级 408 名学生进行测验和调查，使用绘画创造力测试、父母控制量表、基本心理需求量表、班级创新氛围量表进行数据收集，通过方差分析、多层次线性回归模型对创造力潜能发展、性别差异以及变量间关系及机制予以考察，主要获得以下结果： 第一，儿童创造力潜能在 1-3 年级阶段不存在性别、年级的差异； 第二，父母心理控制负向预测儿童创造力潜能； 第三，父母心理控制和行为控制负向预测儿童基本心理需求的满足； 第四，基本心理需求的满足正向预测儿童创造力潜能的发挥。 第五，基本心理需求在父母心理控制与儿童创造力潜能之间起中介作用。 第六，班级创新氛围正向预测儿童部分基本心理需求的满足。 第七，基本心理需求在班级创新氛围与儿童创造力潜能之间起跨层中介作 用。 本研究认为，父母减少或避免对儿童使用心理控制手段，有利于儿童基本心理需求的满足，有利于儿童创造力潜能的发展；基本心理需求的满足有利于儿童创造力潜能的发展；良好的班级创新氛围有利于儿童基本心理需求的满足，从而促进儿童创造力潜能的发展。由此得出有爱、宽松的家庭环境，以及团结、包容、开放的班级环境对儿童的基本心理需求满足以及创造力潜能发展有促进作用的结论。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48196]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 刘 畅. 父母控制与班级创新氛围对儿童创造力潜能的影响机制[D]. 中国科学院心理研究所. 中国科学院大学. 2023. |
入库方式： OAI收割
来源：心理研究所
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