创造性教学行为、创意自我效能感对大学生创造力的影响:一个有调节的中介模型

The Influence of Creative Teaching Behavior and Creative Self-Efficacy on College Students’ Creativity:A Moderated Mediation Model

研究大学生创造力的影响因素及其产生机制,对于培养高素质的创新型人才、提高高等教育质量具有重要的理论价值和实践意义。以212名大学生为对象,采用创造性教学行为量表、创意自我效能感量表、创造性倾向测验和伦科构思行为量表等工具探讨创造性教学行为对大学生创造力的影响,以及创意自我效能感和创造性倾向在这一影响中所起的作用。结果表明大学生的创造力存在专业差异,但不存在性别差异;创造性教学行为、创意自我效能感、创造性倾向和创造力之间彼此相关显著;教师的创造性教学行为对大学生创意自我效能感/创造力的正向预测作用都受到了创造性倾向的调节;创意自我效能感对创造力的正向预测作用显著,且不受创造性倾向的调节。研究结论为:创造性教学行为既可以直接影响大学生的创造力,也可以通过创意自我效能感间接影响创造性倾向较强的大学生。

Studying the influencing factors and the production mechanism of college students’ creativity has important theoretical and practical values for cultivating high-quality innovative talents and improving the quality of higher education. With 212 college students, this study used a scale method to explore the relationship between creative teaching behavior, creative self-efficacy, creative tendency and creativity. The results showed that: There was major difference but no gender difference in college students’ creativity;Creative teaching behavior, creative self-efficacy, creative tendency and creativity were significantly correlated with each other;The positive prediction effect of creative teaching behavior on college students’ creative self-efficacy/creativity was regulated by creative tendency;Creative self-efficacy positively predicted the creativity of college students,which was not regulated by creative tendency. The conclusion is as follows: Creative teaching behavior could not only directly affect the creativity of college students, but also indirectly affect college students’ creativity with strong creative tendency through their creative self-efficacy.