自我效能、绩效反馈与创造性思维认知负荷的关系

该文以386名大学生作为被试,通过实证研究探讨自我效能、绩效反馈与创造性思维任务中认知负荷的关系。结果表明,积极性反馈和较强的自我效能感与创造性思维任务中较低的认知负荷有关,而较高的认知负荷会对创造性思维产生消极影响;自我效能感越高,创造性思维过程中的认知负荷就越低;与负反馈相比,正反馈与较低的认知负荷有关;较高的认知负荷对创造性思维绩效有负向影响;认知负荷在绩效反馈与创造性思维,以及自我效能与创造性思维间的关系中起部分中介作用。该研究对鼓励学生参与创造性思维活动的教育者的教学决策具有重要的启示意义。

This study employed 386 college students as participants to explore the relationship between self-efficacy,performance feedback,and cognitive load in creative thinking tasks through empirical research.Results indicated that positive feedback and a strong sense of self-efficacy were associated with lower levels of cognitive load in creative thinking tasks,while higher levels of cognitive load had a negative impact on creative thinking.The higher the self-efficacy,the lower the cognitive load during the creative thinking process.Compared with negative feedback,positive feedback was associated with lower cognitive load.Higher cognitive load had a negative impact on creative thinking performance.Cognitive load played a partial mediating role in the relationship between performance feedback and creative thinking,as well as between self-efficacy and creative thinking.Therefore,this study has important implications for educators who encourage students to engage in creative thinking activities.