情绪创造性的影响因素及其与应对方式的关系

Predictors of Emotional Creativity and the Relationship between Emotional Creativity and Coping Style

探讨情绪创造性的影响因素以及情绪创造性与应对方式的关系及其途径。研究1对150名高中生施测父母教养觉知量表、简式人格问卷、情绪创造性问卷;研究2对152名高中生施测情绪创造性问卷、成就动机量表、应对方式问卷。结果表明,大五人格和父母教养方式均可显著预测情绪创造性;情绪创造性通过成就动机间接影响应对方式,其中有效性通过追求成功动机而促进问题中心应对,准备性通过避免失败动机而促进情绪中心应对。

Previous studies have confirmed that family factors and personality could influence emotional creativity; however few studies explore the composite effect of parenting styles and personality on emotional creativity. Additionally, previous studies have revealed the close relationship between emotional creativity and coping styles, yet the mechanism behind the relationship is still unclear. Thus, the present study aims to examine the combined effect of parenting styles and personality on emotional creativity （study 1）, as well as the mediating role of achievement motivation between emotional creativity and coping style （study 2）. In study 1, a composite questionnaire, which included the Emotional Creativity Inventory, the Perceptions of Parents Scales, and the NEO Personality Inventory, was administrated for 150 high school students to investigate whether parenting style and personality can effectively predict emotional creativity. Correlation analysis results showed that extroversion, openness, and conscientiousness were positively correlated with emotional creativity and that maternal involvement was positively correlated with emotional creativity. Regression analysis results showed that openness is a positive predictive index of preparedness, and maternal involvement and paternal autonomy support are negative predictive indexes of preparedness; openness and neuroticism are positive predictive indexes of novelty, and maternal involvement is a negative predictive index of novelty; openness, extroversion, conscientiousness are positive predictive indexes of effectiveness. In general, big-five personality traits are beneficial to emotional creativity. In study 2, a composite questionnaire, which included the Emotional Creativity Inventory, the Achievement Motivation Scale, the Coping Styles Questionnaire, was administrated for 152 high school students to investigate the relationship of emotional creativity, achievement motivation and coping styles. Correlation analysis results showed that preparedness was positively correlated with success-approaching motivation, problem-focused coping and emotion-focused coping; novelty and effectiveness were positively correlated with success-approaching motivation and problem-focused coping; success-approaching motivation was positively correlated with problem-focused coping, failure-avoidance motivation was positively correlated with emotion-focused coping. The Structural Equation Modeling showed that achievement motivations play mediator roles between emotional creativity and coping style; specifically, the preparedness of emotional creativity would induce emotion-focused coping through the mediating effect of failure-avoidance motivation, the effectiveness of emotional creativity would induce problem-focused coping through the mediating effect of success- approaching motivation. In general, both parenting style （mother involvement and father autonomy support） and personality variables （extroversion, openness, neuroticism and conscientiousness） can effectively predict emotional creativity while achievement motivations play mediator roles between emotional creativity and coping style. The research contributed to the field of emotional creativity by revealing the personality and parental predictors of emotional creativity, as well as how emotional creativity influences coping styles. The findings are also suggestive for the psychology education among high school students.