Psychological Development and Education ›› 2013, Vol. 29 ›› Issue (5): 483-490.

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State and Trait：The Evidence from Social Creativity

GU Chuan-hua1,2, ZHANG Xiao-rong1,2, CHEN Jie1,2, HAO En-he1,2, WANG Ya-li1,2   

  1. 1. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079;
    2. School of Psychology of Central China Normal University, Wuhan 430079
  • Online:2013-09-15 Published:2013-09-15

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Abstract: In order to investigate the characteristics of social creativity in problem solving situation and stable social creativity in daily life, 650 elementary school children selected by group sampling were measured by the questionnaires. The questionnaire of story situation about social creativity was adopted to measure their social creativity in the problem situation; the questionnaire of social creativity of elementary school children was adopted to measure their persistent social creativity in daily life. The subscale of openness to experience in the questionnaire of five personality factors for elementary school children, Rosenberg self-esteem scale, and the information communication subscale in the questionnaire of internet use preference were also adopted to analyze the characteristics and nature of social creativity in problem situation and social creativity in daily life. The results indicated that, firstly, the developmental trajectories of two types of social creativity differ from each other, and the scores of social creativity in problem situations showed the "inverted Z" curve, however, the social creativity in daily life of children showed the "U-shaped" curve; secondly, two types of social creativity had different associations with openness to experience, self-esteem, and information communication preference of children, and the social creativity in daily life was correlated positively with openness to experience, self-esteem, and information communication preference, however, social creativity in the problem situation was correlated with openness to experience, self-esteem with low correlation coefficients, and meanwhile was not associated with the information communication preference; finally, openness to experience, self-esteem, and information communication by internet could predict significantly the social creativity in daily life instead of that in the problem situation. The results indicated that there may be state creativity and trait creativity which differs from each other.

Key words: state creativity, trait creativity, social creativity, elementary school children

CLC Number: 

  • B844.1

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