超常儿童内部动机与创造力的关系:课堂同伴互动的中介作用

The Relationship between Intrinsic Motivation and Creativity of Gifted Children:The Mediating Effect of Classroom Peer Interaction

探究课堂环境中的同伴因素在超常儿童内部动机与创造力关系中的影响对培养超常儿童创造力的教育实践有重要意义。本研究选取277名3-6年级普通班中的超常儿童,采用《学习自我调节量表》、《创造性课堂环境问卷》以及改编的创造力测评工具对其内部动机、课堂同伴互动水平及创造力水平进行评估,分析三者的相关关系,并建立结构方程模型,验证课堂同伴互动在超常儿童内部动机与创造力间的中介作用。研究结果表明:1.超常儿童的内部动机、课堂同伴互动和发散性思维间有显著正相关关系;2.课堂同伴互动在内部动机与发散性思维间存在完全中介作用,中介效应量为0.22。该结果有助于教育工作者为超常儿童构建更符合其身心发展规律的课堂环境,以促进其创造力发展。

Exploring the effect of peers in the classroom on the relationship between intrinsic motivation and creativity of gifted children is of significance for gifted education. Two hundred and seventy seven gifted students in grades 3 to 6 were tested using the Learning Self-Regulation Scale, Creative Classroom Environment Questionnaire, and the adapted creativity potential assessment tool. Their intrinsic motivation, creative classroom environment and creativity were evaluated, the relationship between the three variables was analyzed, and the structural equation model was established to validate the mediating effect of classroom peer interaction on gifted children’s intrinsic motivation and creativity. The results showed that: 1) the intrinsic motivation of gifted children was positively correlated with their classroom peer interaction and divergent thinking;2) classroom peer interaction has a complete mediating role between intrinsic motivation and divergent thinking, with an effect size of 0.22. This study is helpful for educators to construct a classroom environment for the gifted children that is more in line with their physical and mental development, hence the development of creativity.