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

A Study on the Relationship between Creative Teaching Behavior and Pupil’s Creative Thinking: A Moderated Mediation Model

以471名小学生为被试,采用儿童报告法考察教师创造性教学行为与小学生创造性思维的关系,同时探析小学生创意自我效能感的中介作用以及开放性人格的调节作用。结果发现:(1)在控制儿童性别、年龄和父母受教育程度后,感知到的教师创造性教学行为显著正向预测小学生创造性思维的流畅性、变通性和独特性;(2)感知到的教师创造性教学行为可以通过创意自我效能感影响小学生创造性思维的流畅性、变通性和独特性;(3)开放性人格能够调节感知到的教师创造性教学行为对小学生创意自我效能感的作用,个体开放性人格水平越高,小学生感知到的教师创造性教学行为对创意自我效能感的预测作用越强。研究表明,创意自我效能感和人格开放性可能是教师创造性教学行为与学生创造性思维关联的重要机制,改善教师的创造性教学行为,提高创意自我效能感和人格开放性水平,有助于促进小学生的创造性思维发展。

The study conducted a moderated mediation model to give an interpretation for the relationship between creative teaching behavior and pupil’s creative thinking and analysed the mediation of children’s self-efficacy for creativity and their open personality, with the oral report by 471 primary school students. The results showed that:(1) Under the controlled factors including children’s age, gender, and their parent’s educational background, teachers’ creative teaching behavior had a significant positive predictive effect on the fluency, flexibility, and uniqueness of childen’s creative thinking;(2) Perceived teachers’ creative teaching behavior influenced children’s creative thinking by means of their creative self-efficacy;(3) The mediating effect of creative self-efficacy was moderated by openness to experience. The higher the level of open personality, the stronger the predictive effect of teachers’ creative behavior on creative self-efficacy. The findings suggest that creative self-efficacy and openness to experience could be the important mechanisms of the association between teachers’ creative teaching behavior and children’s creative thinking. Improving teachers’ creative behavior, enhancing level of creative self-efficacy and openness to experience help to promote primary school students’ creative thinking level.