小学高年级学生创造力的发展：性别差异及学校支持的作用

doi:10.3724/SP.J.1041.2020.01057

摘要/Abstract

摘要：

对203名4年级学生进行3年追踪测试(到6年级), 采用多水平分析法考察创造力的发展趋势、性别差异以及教师/同伴支持对创造力发展的影响。结果表明：(1) 4~6年级小学生的流畅性呈线性增长趋势, 灵活性和独创性呈非线性增长趋势, 初始水平与增长速度呈正相关。(2)女生灵活性和独创性的初始水平高于男生。(3)教师支持正向预测男生灵活性的初始水平, 正向预测流畅性的初始水平和独创性的增长速度。(4)教师支持的发展正向预测流畅性的发展。

关键词: 创造力, 学校支持, 性别差异, 追踪研究, 小学高年级学生

Abstract:

Creativity has been emphasized as a key competence for adolescents to achieve success in the rapidly changing world. Although developmental psychologists have put tremendous efforts into identifying the developmental trajectory of creativity, no consensus has yet been reached. Researchers have found many factors that potentially affect the development of creativity, including individual differences (such as gender differences), and the influence of the classroom environment. Besides, previous studies have not examined the creativity trajectory taking both the initial level and the growth speed into consideration. To address these flaws, the present study adopted a longitudinal design to explore the creativity development of senior primary school students through the between-person comparisons of different gender groups and school supports (the support from teachers and peers) as well as the within-person changes in response to the changing supports from schools.

Two hundred and three Grade-4 primary school students (109 boys and 94 girls, mean age = 10.43 years, SD = 0.62 years, during the first phase of the test, T1) from three elementary schools participated in the three years’ longitudinal study and were assessed for three times (T1, T2, T3). Runco Creativity Assessment Battery (figural divergent thinking tests from rCAB) and Perceived School Climate Scale were used to measure creativity and school support, respectively. The study project was reviewed and approved by the Ethics Committee of Shandong Normal University and obtained the informed consent of parents of the participants. The data were managed and analyzed using SPSS 22.0 and HLM 6.08 software. A series of analyses, including descriptive, correlation, and multilevel analyses, were conducted to explore the developmental trajectory of creativity and the potential relationship between the school support and creativity.

The results of the study were as follows: (1) The fluency of creativity of senior primary school students from grade 4 to 6 showed a linear growth trend, while the flexibility and originality of creativity showed a non-linear growth trend. In addition, the initial level of creativity was positively correlated with its growth speed. (2) Individual differences existed not only in the initial levels of fluency, flexibility, and originality, but also in the growth speed of fluency and originality. (3) Senior primary school girls performed significantly higher at initial levels of flexibility and originality than their male counterparts. (4) On the between-person level, the interaction between teacher support and gender significantly predicted the initial level of flexibility; teacher support significantly positively predicted the initial level of fluency; teacher support significantly positively predicted the growth speed of originality. (5) On the within-person level, time-varying teacher support significantly positively predicted time-varying fluency.

The current study is, to our knowledge, the first exploration to describe the developmental trajectory of senior primary school students’ creativity in Mainland China using a longitudinal design. These findings will deepen the understanding of developmental rules of creativity, and provide implications for the cultivation of creativity among senior primary school students.

Key words: creativity, school support, gender difference, longitudinal study, senior primary school students

中图分类号:

B844

张景焕, 付萌萌, 辛于雯, 陈佩佩, 沙莎. (2020). 小学高年级学生创造力的发展：性别差异及学校支持的作用. 心理学报, 52(9), 1057-1070.

ZHANG Jinghuan, FU Mengmeng, XIN Yuwen, CHEN Peipei, SHA Sha. (2020). The development of creativity in senior primary school students: Gender differences and the role of school support. Acta Psychologica Sinica, 52(9), 1057-1070.

图/表 5

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变量	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17
1 T1 流畅性	1
2 T1 灵活性	0.76^**	1
3 T1 独创性	0.81^**	0.73^**	1
4 T2 流畅性	0.57^**	0.42^**	0.49^**	1
5 T2 灵活性	0.42^**	0.38^**	0.36^**	0.78^**	1
6 T2 独创性	0.45^**	0.38^**	0.44^**	0.82^**	0.74^**	1
7 T3 流畅性	0.46^**	0.40^**	0.45^**	0.59^**	0.55^**	0.53^**	1
8 T3 灵活性	0.37^**	0.39^**	0.36^**	0.47^**	0.45^**	0.35^**	0.73^**	1
9 T3 独创性	0.37^**	0.30^**	0.37^**	0.48^**	0.47^**	0.46^**	0.91^**	0.55^**	1
10 T1 教师支持	0.17^*	0.16^*	0.17^*	0.13	0.15^*	0.12	0.21^**	0.14	0.20^**	1
11 T2 教师支持	0.08	0.14^*	-0.01	0.15^*	0.24^**	0.11	0.19^*	0.10	0.20^**	0.52^**	1
12 T3 教师支持	0.14	0.19^*	0.08	0.14	0.24^**	0.09	0.25^**	0.27^**	0.26^**	0.30^**	0.54^**	1
13 T1 同伴支持	0.04	0.01	0.04	0.11	0.17^*	0.11	0.22^**	0.15^*	0.19^**	0.51^**	0.39^**	0.26^**	1
14 T2 同伴支持	0.04	0.03	-0.02	0.11	0.17^*	0.10	0.18^**	0.10	0.17^*	0.43^**	0.63^**	0.38^**	0.62^**	1
15 T3 同伴支持	0.12	0.13	0.05	0.23^**	0.25^**	0.14	0.18^*	0.23^**	0.15^*	0.24^**	0.40^**	0.45^**	0.39^**	0.56^**	1
16 性别	-0.09	-0.12	-0.09	-0.15^*	-0.20^*	-0.18^*	-0.10	0.01	-0.07	0.03	-0.01	-0.02	-0.15^*	-0.17^*	-0.14	1
17 SES	0.06	0.08	0.11	0.04	-0.02	0.03	0.09	0.09	0.08	0.08	-0.06	-0.07	-0.01	-0.03	-0.06	-0.04	1
M	11.25	5.10	3.68	12.10	4.63	3.95	13.65	6.02	7.03	3.31	3.21	3.08	3.10	3.08	3.05	0.54	0.00
SD	4.55	1.37	2.27	5.55	1.29	2.45	6.63	1.76	4.95	0.54	0.61	0.65	0.62	0.58	0.54	0.50	1.12

变量	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17
1 T1 流畅性	1
2 T1 灵活性	0.76^**	1
3 T1 独创性	0.81^**	0.73^**	1
4 T2 流畅性	0.57^**	0.42^**	0.49^**	1
5 T2 灵活性	0.42^**	0.38^**	0.36^**	0.78^**	1
6 T2 独创性	0.45^**	0.38^**	0.44^**	0.82^**	0.74^**	1
7 T3 流畅性	0.46^**	0.40^**	0.45^**	0.59^**	0.55^**	0.53^**	1
8 T3 灵活性	0.37^**	0.39^**	0.36^**	0.47^**	0.45^**	0.35^**	0.73^**	1
9 T3 独创性	0.37^**	0.30^**	0.37^**	0.48^**	0.47^**	0.46^**	0.91^**	0.55^**	1
10 T1 教师支持	0.17^*	0.16^*	0.17^*	0.13	0.15^*	0.12	0.21^**	0.14	0.20^**	1
11 T2 教师支持	0.08	0.14^*	-0.01	0.15^*	0.24^**	0.11	0.19^*	0.10	0.20^**	0.52^**	1
12 T3 教师支持	0.14	0.19^*	0.08	0.14	0.24^**	0.09	0.25^**	0.27^**	0.26^**	0.30^**	0.54^**	1
13 T1 同伴支持	0.04	0.01	0.04	0.11	0.17^*	0.11	0.22^**	0.15^*	0.19^**	0.51^**	0.39^**	0.26^**	1
14 T2 同伴支持	0.04	0.03	-0.02	0.11	0.17^*	0.10	0.18^**	0.10	0.17^*	0.43^**	0.63^**	0.38^**	0.62^**	1
15 T3 同伴支持	0.12	0.13	0.05	0.23^**	0.25^**	0.14	0.18^*	0.23^**	0.15^*	0.24^**	0.40^**	0.45^**	0.39^**	0.56^**	1
16 性别	-0.09	-0.12	-0.09	-0.15^*	-0.20^*	-0.18^*	-0.10	0.01	-0.07	0.03	-0.01	-0.02	-0.15^*	-0.17^*	-0.14	1
17 SES	0.06	0.08	0.11	0.04	-0.02	0.03	0.09	0.09	0.08	0.08	-0.06	-0.07	-0.01	-0.03	-0.06	-0.04	1
M	11.25	5.10	3.68	12.10	4.63	3.95	13.65	6.02	7.03	3.31	3.21	3.08	3.10	3.08	3.05	0.54	0.00
SD	4.55	1.37	2.27	5.55	1.29	2.45	6.63	1.76	4.95	0.54	0.61	0.65	0.62	0.58	0.54	0.50	1.12

模型	教师支持						同伴支持
模型	χ²(df)	CFI	RMSEA	Δχ²(Δdf)	p	ΔCFI	χ²(df)	CFI	RMSEA	Δχ²(Δdf)	p	ΔCFI
Model 1	22.537 (15)	0.992	0.050	—	—	—	19.991 (15)	0.981	0.040	—	—	—
Model 2	25.350 (19)	0.993	0.041	2.813 (4)	0.590	0.001	22.851 (19)	0.985	0.032	2.860 (4)	0.582	0.004
Model 3	57.786 (25)	0.965	0.80	32.436 (6)	0.000	0.028	38.304 (25)	0.949	0.051	15.453 (6)	0.017	0.036

模型	教师支持						同伴支持
模型	χ²(df)	CFI	RMSEA	Δχ²(Δdf)	p	ΔCFI	χ²(df)	CFI	RMSEA	Δχ²(Δdf)	p	ΔCFI
Model 1	22.537 (15)	0.992	0.050	—	—	—	19.991 (15)	0.981	0.040	—	—	—
Model 2	25.350 (19)	0.993	0.041	2.813 (4)	0.590	0.001	22.851 (19)	0.985	0.032	2.860 (4)	0.582	0.004
Model 3	57.786 (25)	0.965	0.80	32.436 (6)	0.000	0.028	38.304 (25)	0.949	0.051	15.453 (6)	0.017	0.036

变量	流畅性			灵活性			独创性
变量	零模型	模型1	模型2	零模型	模型1	模型2	零模型	模型1	模型2
固定效应
截距(β₀₀)	12.21^***	11.15^***	11.25^***	5.21^***	4.81^***	5.10^***	4.78^***	3.25^***	3.68^***
时间(β₁₀)	—	1.12^***	0.44	—	0.42^***	-1.40^***	—	1.58^***	-1.13^***
时间²(β₂₀)	—	—	0.35	—	—	0.92^***	—	—	1.38^***
随机效应
Var (μ_0i)	16.06^***	10.68^***	10.98^***	0.72^***	0.38^*	0.87^***	2.95^***	0.31	2.26^***
Var (μ_1i)	—	3.22^***	9.09	—	0.08	0.52	—	2.70^***	3.12
Var (μ_2i)	—	—	3.34^*	—	—	0.19	—	—	3.07^***
Var (e_ti)	16.10	11.83	9.71	1.76	1.52	0.99	10.60	5.53	2.89
模型离异系数	3523.36	3456.44	3449.872	2130.42	2079.88	1994.86	3128.73	2916.68	2810.13