初中生创造力培养的路径探索——来自温州市某市直中学人格五因素、负性情绪和创造力倾向的实证调查

Exploration on the Path of Cultivating Junior Middle School Students’ Creativity—An Empirical Investigation of Five Personality Factors, Negative Emotions and Creativity in a City-Level Middle School in Wenzhou

目的:测评温州某市直属学校初中生的一般人口统计学资料、五因素人格特质、负性情绪以及创造力现状,探讨三者的关系和影响路径,为初中生创造力培养的路径探寻提供依据。方法:选取浙江省温州市某市直属学校1331例初中生进行计算机化的心理测评,回收有效样本量1262名。被试平均年龄为13.56 ±1.73岁,采用一般人口学资料调查表、中学生人格五因素问卷、抑郁–焦虑–压力量表(DASS-21)、创造力倾向测验量表测量其五因素人格、负性情绪及创造力倾向。结果:DASS-21在初中生群体中有良好的适用性;人格五因素中,除情绪性(神经质)特质外,其他四个人格特质均与创造性倾向总分呈现显著正相关;初中生的创造力倾向在性别和年龄的主效应上差异显著,初二学生的创造力倾向最低;初中生的五因素人格除情绪性外的四个维度和总分均能正向预测创造力,负性情绪和创造力的相关关系较弱;多元逐步回归分析发现,在排除人口学变量的影响后,人格五因素中的外向性、谨慎性、开放性仍然进入回归方程,开放性和负性情绪的交互作用项在人格五因素和创造力总分之间有微弱的调节效应。结论:应当重视人格教育对初中生创造力倾向的影响路径。

Objective: To evaluate the general demographic data, five-factor personality traits, negative emotions and creativity status of junior high school students in Wenzhou, and to explore the relationship between the three and the impact path, so as to provide a basis for exploring the path of junior high school students’ creativity cultivation. Methods: 1331 junior middle school students from Wenzhou City in Zhejiang Province were selected for computerized psychological assessment. 1262 valid samples were collected. The average age of the subjects was 13.56 ±1.73. The five-factor personality, negative emotion and creativity tendency were measured by general demographic data questionnaire, Five-Factor Personality Questionnaire for middle school students, depression-anxiety-stress scale (DASS-21) and creativity tendency scale. Results: DASS-21 has good applicability in junior high school students. Among the five personality factors, except for emotional (neurotic) traits, the other four personality traits were positively correlated with the total score of creative tendency. Significant difference was found in the main effects of gender and age on junior high school students’ creativity tendency, and junior high school students’ creativity tendency is the lowest. Besides emotionality, the four dimensions and total scores of five-factor personality of junior high school students can predict creativity positively, while the correlation between negative emotions and creativity is weak. Multivariate stepwise regression analysis found that, after excluding demographic variables, the extroversion, conscientiousness and openness of the five personality factors still entered the regression equation. The negative emotions of openness of the five personality factors played a weak moderating role in the total score of the five personality factors and creativity. Conclusion: Attention should be paid to the influence of personality factors on creativity of junior high school students.