心理发展与教育 ›› 2014, Vol. 30 ›› Issue (4): 355-362.

• 认知与社会性发展 • 上一篇    下一篇

青少年创造性思维的特点及其对日常创造性行为的影响：人格的中介作用

孙鹏, 邹泓, 杜瑶琳   

  1. 北京师范大学发展心理研究所, 北京 100875
  • 出版日期:2014-07-15 发布日期:2014-07-15
  • 通讯作者: 邹泓,E-mail:hongz@bnu.edu.cn E-mail:hongz@bnu.edu.cn
  • 基金资助:

    国家社科基金“十一五”规划2008年度教育学国家重点课题“青少年创新能力的认知神经基础及其培养”(ABA080004).

The Characteristics of Adolescents' Creative Thinking and Their Effects on Creative Behavior: The Mediating Role of Personality

SUN Peng, ZOU Hong, DU Yao-lin   

  1. Institute of developmental psychology, Beijing Normal University, Beijing 100875
  • Online:2014-07-15 Published:2014-07-15

PDF (PC)

摘要： 采用言语和空间创造力测验、青少年人格问卷、中学生日常创造性行为问卷对1048名中学生施测,考查青少年创造性思维的特点,并探讨创造性思维、人格对日常创造性行为的影响.结果发现:(1)女生在言语创造力的流畅性、灵活性维度以及图形创造力各维度的得分均显著高于男生;高一年级的言语创造力流畅性、灵活性维度显著高于其他三个年级,高一年级的图形创造力质量维度显著高于初二、高二年级;(2)言语创造力与人格的开放性和外向性、语言文学、文艺表演和社会活动维度呈显著正相关.图形创造力与开放性、语言文学、文艺表演和手工技术呈显著正相关;(3)开放性和外向性在言语创造力和创造性行为之间起完全中介作用,在图形创造力上中介作用不显著.具体到创造性行为的各个领域,开放性和外向性在创造性思维和创造性行为间起着不同的作用.

关键词: 创造性思维, 人格, 创造性行为

Abstract: The present study aimed at exploring the characteristics of adolescents' creative thinking and its effect on their creative behavior, as well as the mediating effect of personality. Verbal and Figural Creative Thinking Task, adolescence's Five-Factor Personality Questionnaires and Middle School Students' Everyday Creative Behavior Questionnaires were administered to the sample of 1048 middle school students. The results showed that: 1) Girls scored significantly higher on verbal creative thinking's fluency, flexibility dimensions and all the dimensions of figural creative thinking than boys; in terms of grades, the peak appeared in the first grade of senior high school, this grade outperformed all the other grades on fluency and flexibility. 2) Simple correlation results indicated several pairs of significant positive relation: between verbal creative thinking and Openness, Extraversion, Language/Literature, Music/Performing Arts, Interpersonal/Social Activity; between figural creative thinking and Openness, Language/Literature, Music/Performing Arts, Craft/Fine Arts. 3) Openness and Extraversion completely mediated between verbal creative thinking and creative behavior, but their mediation role showed no significance between figural creative thinking and creative behavior.

Key words: creative thinking, personality, creative behavior

中图分类号: 

  • B844.2

Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43(5), 997-1013.

Batey, M., Chamorro-Premuzic, T., & Furnham, A. (2009). Intelligence and personality as predictors of divergent thinking: The role of general, fluid and crystallised intelligence. Thinking Skills and Creativity, 4(1), 60-69.

Chamorro-Premuzic, T., & Reichenbacher, L. (2008). Effects of personality and threat of evaluation on divergent and convergent thinking. Journal of Research in Personality, 42(4), 1095-1101. Du-Gapar, O. (2013). Verbal and figural creativity in contemporary high-school students. Procedia-Social and Behavioral Sciences, 78, 662-666.

Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290-309.

Furnham, A., Zhang, J., & Chamorro-Premuzic, T. (2006). The relationship between psychometric and self-estimated intelligence, creativity, personality, and academic achievement. Cognition and Personality, 25, 119-145.

Gilhooly, K. J., Fioratou, E., Anthony, S. H., & Wynn, V. (2007). Divergent thinking: Strategies and executive involvement in generating novel uses for familiar objects. British Journal of Psychology, 98(4), 611-625.

Jeon, K.-N., Moon, S. M., & French, B. (2011). Differential effects of divergent thinking, domain knowledge, and interest on creative performance in art and math. Creativity Research Journal, 23(1), 60-71.

Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of General Psychology, 13(1), 1-12.

Kaufman, J. C., Kaufman, S. B., & Lichtenberger, E. O. (2011). Finding creative potential on intelligence tests via divergent production. Canadian Journal of School Psychology, 26(2), 83-106.

Kogan, N., & Pankove, E. (1974). Long-term predictive validity of divergent-thinking tests: Some negative evidence. Journal of Educational Psychology, 66(6), 802-810.

Rhodes, M. (1961). An analysis of creativity. Phi Delta Kappan, 305-310.

Runco, M. A., & Acar, S. (2010). Do tests of divergent thinking have an experiential bias? Psychology of Aesthetics, Creativity, and the Arts, 4(3), 144-148.

Russ, S. W. (1993). Affect and creativity: The role of affect and play in the creative process. Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.

Silvia, P. J., Martin, C., & Nusbaum, E. C. (2009). A snapshot of creativity: Evaluating a quick and simple method for assessing divergent thinking. Thinking Skills and Creativity, 4(2), 79-85.

Silvia, P. J., Winterstein, B. P., Willse, J. T., Barona, C. M., Cram, J. T., Hess, K. I., et al.(2008). Assessing creativity with divergent thinking tasks: Exploring the reliability and validity of new subjective scoring methods. Psychology of Aesthetics, Creativity, and the Arts, 2, 68-85.

Sternberg, R. J. (2008). Creativity and the brain. Intelligence, 36(5), 488-488.

Torrance, E. P. (1971). Creativity and infinity. Journal of Research and Development in Education, 4,35-41.

Torrance, E. P. (1968). A longitudinal examination of the fourth grade slump in creativity. Gifted Child Quarterly, 12(4), 195-199.

Torrance, E. P. (1966). Torrance tests of creative thinking: Norms-technical manual. (Research edition). Princeton, N. J.: Personnel Press.

程玉洁. (2012). 中学生日常创造性行为的特点及其与人格的关系. 硕士学位论文, 北京: 北京师范大学.

刘文婧, 许志星, 邹泓. (2012). 父母教养方式对青少年社会适应的影响:人格类型的调节作用, 心理发展与教育, 28(6), 625-633.

王福兴, 沃建中, 林崇德. (2009). 言语、图形任务条件下青少年发散性思维的差异研究. 心理科学, 32(1), 29-33.

沃建中, 王烨晖, 刘彩梅, 林崇德. (2009). 青少年创造力的发展研究. 心理科学, (3), 535-539.

周晖, 钮丽丽, 邹泓. (2000). 中学生人格五因素问卷的编制. 心理发展与教育, 16(1), 48-54.

林崇德. (1999). 培养和造就高素质的创造性人才. 北京师范大学学报(社会科学版), (1), 5-13.

刘桂荣, 张景焕, 王晓玲. (2010). 创造力游乐场理论及其实践涵义. 心理科学进展, (4), 679-684.

郑日昌, 肖蓓苓. (1983). 对中学生创造力的测验研究. 心理学报, (4), 445-452.

邹泓. (2003). 青少年的同伴关系: 发展特点、功能及其影响因素. 北京: 北京师范大学出版社, 45- 66.
[1] 高斌, 张丹丹, 朱根, 蔡艳香, 郭羽希. 高中生主动性人格与网络学习投入：网络学习自我效能和学业期望的序列中介作用[J]. 心理发展与教育, 2024, 40(2): 224-230.
[2] 黄杰, 朱丹, 杨澳. 实习初期教师职业认同的发展轨迹及其与主动性人格的关系:一项追踪研究[J]. 心理发展与教育, 2023, 39(1): 40-47.
[3] 郑爽, 刘红瑞, 李静, 席雨, 姚梅林. 主动性人格与大学生创业准备行为的关系:创业意向的中介效应与创业社会支持的调节作用[J]. 心理发展与教育, 2022, 38(6): 813-821.
[4] 李玉华, 王桐, 刘悦, 俞劼, 林崇德. 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[J]. 心理发展与教育, 2022, 38(4): 513-519.
[5] 刘文, 王依宁, 张嘉琪, 车翰博. 9~11岁儿童创造性人格与欺骗行为的关系:亲子沟通质量的调节作用[J]. 心理发展与教育, 2021, 37(4): 508-516.
[6] 王艳红, 叶丽媛, 李府桂, 周明洁. D型人格对大学新生心理健康的影响:基于三个时间点调查数据的有调节的中介模型[J]. 心理发展与教育, 2021, 37(1): 120-127.
[7] 叶宝娟, 孙原, 高良, 夏扉, 杨强. 主动性人格与大学生职业成熟度的关系:一个有调节的中介模型[J]. 心理发展与教育, 2020, 36(3): 304-310.
[8] 林颐宣. 主动性人格对小学教师工作满意度的影响:一个有调节的中介模型[J]. 心理发展与教育, 2020, 36(1): 103-112.
[9] 宫剑, 梁晓燕, 刘晓飞. 神经质人格与MMORPG游戏成瘾的关系:链式中介效应分析[J]. 心理发展与教育, 2020, 36(1): 113-120.
[10] 李梦婷, 范为桥, 陈欣银. 同伴侵害与人际关系取向人格特质的交叉滞后分析:城市原住儿童与农村随迁儿童的比较[J]. 心理发展与教育, 2018, 34(6): 682-691.
[11] 陈丽君, 王欣, 赵陵波, 陈昕, 王益文. 面孔二态性对学前儿童信任行为的影响——来自人格标签的解释[J]. 心理发展与教育, 2018, 34(5): 513-522.
[12] 陈浩彬, 刘洁. 家庭社会经济地位与青少年智慧的关系:积极教养方式和开放性人格的中介作用[J]. 心理发展与教育, 2018, 34(5): 558-566.
[13] 胡心怡, 陈英和. 智力和人格内隐观对大学生应对方式和抑郁的影响——变量中心和个体中心分析[J]. 心理发展与教育, 2018, 34(5): 586-594.
[14] 连坤予, 谢姗姗, 林荣茂. 中小学教师职业人格与主观幸福感的关系:工作投入的中介作用[J]. 心理发展与教育, 2017, 33(6): 700-707.
[15] 田园, 明桦, 黄四林, 孙铃. 2004至2013年中国大学生人格变迁的横断历史研究[J]. 心理发展与教育, 2017, 33(1): 30-36.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
版权所有 © 2018 《心理发展与教育》编辑部
地址：北京新街口外大街19号北京师范大学院内　 邮政编码：100875
联系电话：010-58807700 E-mail:pdae@bnu.edu.cn
本系统由北京玛格泰克科技发展有限公司设计开发