研究生学习动机及学习风格与其创造力的关系探究

The Relationship between Postgraduates’ Learning Motivation, Learning Style and their Creativity

为了探讨研究生的学习动机和学习风格对其创造力的影响,研究使用领域创造力量表、学习风格量表、学习动机量表,以南京某理工科高校240名研究生为被试进行了调查研究.结果表明:1)在科学创造力上性别与学科类别的交互作用显著,理科男生的科学创造力显著优于其他学科的男生或女生;2)求知进取、社会取向、物质追求、小群体取向的学习动机与研究生的创造力显著正相关;3)省思观察学习风格与创造力显著负相关.这些结果表明,多种学习动机能够促进研究生创造力的发挥,但省思观察学习风格则可能会有碍于个体创造力的发挥.

This study aimed to empirically investigate the influences of postgraduates’ both learning motivation and learning style on their creativity.A sample of 240 postgraduates from a university of science and engineering in Nanjing was recruited and required to individually complete a set of questionnaires,including the creativity domain scale, the Kolb’s learning style inventory(LSI), and the learning motivation scale. The results showed that there was significant interaction effect of the participants’ major subject and sex-role on scientific creativity, with the male postgraduates majoring in science scoring higher in scientific creativity than others. Four types of learning styles, namely knowledge-seeking, social relationship orientation, pursuing material, and micro-group orientation were all positively correlated with postgraduates’ creativity.The participants’ reflective observation was negatively correlated with postgraduates’ creativity. The aforementioned results implicated that postgraduates’ various learning motivation all couldfoster their creative performance in learning and studying creativity except the hindering effect of the learning style of reflective observation on creative performance.