学步期焦虑影响5岁幼儿创造力：一般认知和掌握动机的链式中介作用

doi:10.3724/SP.J.1041.2022.00799

摘要/Abstract

摘要：

儿童早期焦虑是一种常见的心理卫生问题, 影响个体中央执行功能的发展, 而个体中央执行功能所表现的认知能力的发展通常反映出个体创造性问题解决的过程。本研究采用追踪研究设计, 探讨了学步期儿童焦虑对其学龄前期创造力的长时影响及其潜在作用机制。来自北京的96个家庭(男孩42名, 女孩54名)参与了本研究。在儿童1岁和2岁时, 母亲填写中国版《12~36月龄幼儿情绪社会性评估量表》和家庭基本信息调查表。在儿童2岁时, 采用贝利婴幼儿发展量表评估幼儿的一般认知能力; 在儿童3岁时, 母亲报告儿童掌握动机情况; 在儿童5岁时, 采用托兰斯活动与动作创造性思维测验评估儿童的创造力。研究结果表明：(1)儿童学步期焦虑(广泛性焦虑和分离焦虑)可以显著负向预测其5岁时的创造力; (2)一般认知能力和掌握动机在儿童学步期焦虑(广泛性焦虑和分离焦虑)和学前期创造力之间的链式中介作用成立; (3)儿童学步期广泛性焦虑还可以通过直接负向预测掌握动机, 从而对其5岁创造力的表现产生消极影响。

关键词: 广泛性焦虑, 分离焦虑, 一般认知能力, 掌握动机, 创造力

Abstract:

Anxiety is an aversive emotional and motivational state occurring in threatening circumstances, mainly including general anxiety and separation anxiety in early childhood. General anxiety is a kind of trait anxiety relating to general susceptibility to anxiety, while separation anxiety belongs to the state anxiety determined interactively by trait and situational stress. Previous studies have demonstrated the negative effects of anxiety on creativity, but less is known about the mechanisms of these effect, particular the longitudinal effects of anxiety on creativity from toddlerhood to preschool period. Processing Efficiency Theory and Attentional Control Theory explained the effect of anxiety on cognition from the perspective of cognitive processing. Moreover, childhood anxiety may longitudinally affect later development of creativity through neuroendocrine system. That is, anxiety activates the hypothalamic-pituitary-adrenal axis (HPA axis) with releasing glucocorticoids, which are associated with the development of higher-order cognitive function. Thus, we assumed that anxiety in early childhood had a longitudinal adverse effect on later development of creativity. Further, the present study explored the mechanisms between early childhood anxiety and creativity in preschool period. The general cognitive ability, a foundamental component of creativity, and motivation may be candidate mediated variables. According to Piaget’s cognitive development theory, a necessary precondition for the development from one cognitive stage to a higher stage is that the individual encounters with discrepancies between the previous schema and the current stimulus, which lead to the motivation to achieve a new cognitive balance. These views suggested that cognition and motivation may be two closely intertwined processes, and general cognitive functions play a decisive role in motivation activation. For younger children, the motivation is reflected in the persistence on objects and people and so on, namely mastery motivation. Accordingly, a longitudinal study was designed to examine the relation between anxiety of toddlers and their creativity when they were 5 years old, and investigate the underlying mechanism by chain mediation effects of general cognitive function and mastery motivation.

96 families (42 boys and 54 girls) were recruited from the local communities and child care clinics in urban areas of Beijing. At 14 and 25 months, infants’ general anxiety and separation anxiety were reported by their mother with the Infant-Toddler Social and Emotional Assessment (ITSEA-Chinese version). When children were 25 and 38 months, children’s general cognition and master motivation were evaluated using the Bailey Scale of Infant Development and Dimensions of Mastery Motivation Questionnaire in the laboratory respectively. Children’s creativity was assessed by Thinking Creatively in Action and Movement (TCAM) when they were 61 months.

Results showed that: (1) Both general anxiety and separation anxiety in the first two years of life negatively predicted motor creativity at preschool years directly. (2) The chain mediation effects of general cognitive ability at toddler period and mastery motivation at 3-year-old were significantly linking both types of anxiety to creativity. (3) The general anxiety could negatively predict mastery motivation, which in turn led to the decreased performance of creativity.

Overall, our findings indicated the long-term impact of both general and separation anxiety in early childhood on creativity in preschool years. Path analysis confirmed the interwined process of cognition and motivation in the development of creativity. These results suggest that early identification of child anxiety as well as intervention for general cognition and master motivation would be conducive to the development of creativity.

Key words: general anxiety, separation anxiety, general cognition, mastery motivation, creativity

中图分类号:

B844

成童, 程南华, 王美芳, 王争艳. (2022). 学步期焦虑影响5岁幼儿创造力：一般认知和掌握动机的链式中介作用. 心理学报, 54(7), 799-812.

CHENG Tong, CHENG Nanhua, WANG Meifang, WANG Zhengyan. (2022). Toddlers’ anxiety predicts their creativity at the age of five: The chain mediation effects of general cognition and mastery motivation. Acta Psychologica Sinica, 54(7), 799-812.

图/表 6

参考文献 97

[1]	Acock, A. C. (2005). Working with missing values. Journal of Marriage and Family, 67(4), 1012-1028. doi: 10.1111/j.1741-3737.2005.00191.x URL
[2]	Alfonso-Benlliure, V., Meléndez, J. C., & Garcia-Ballesteros, M. (2013). Evaluation of a creativity intervention program for preschoolers. Thinking Skills and Creativity, 10, 112-120. doi: 10.1016/j.tsc.2013.07.005 URL
[3]	Allen, P., Sommer, I. E., Jardri, R., Eysenck, M. W., & Hugdahl, K. (2019). Extrinsic and default mode networks in psychiatric conditions: Relationship to excitatory-inhibitory transmitter balance and early trauma. Neuroscience Biobehavior Review, 99, 90-100. doi: 10.1016/j.neubiorev.2019.02.004 URL
[4]	Amabile, T. M. (1988). From individual creativity to organizational innovation. In K. Gronhaug & G. Kaufman (Eds), Achievement and motivation: A social-developmental perspective. New York: Cambridge University Press.
[5]	Amabile, T. M., & Pillemer, J. (2012). Perspectives on the social psychology of creativity. Journal of Creative Behavior, 46(1), 3-15. doi: 10.1002/jocb.001 URL
[6]	American Psychiatric Association. (1994). Diagnostic and statistical manual for mental disorders (4th ed). Washington, DC: American Psychiatric Association.
[7]	Barch, D. M., Yodkovik, N., Sypher-Locke, H., & Hanewinkel, M. (2008). Intrinsic motivation in schizophrenia: Relationships to cognitive function, depression, anxiety, and personality. Journal of Abnormal Psychology, 117(4), 776-787. doi: 10.1037/a0013944 URL
[8]	Bar-Haim, Y., Lamy, D., Pergamin, L., Bakermans-Kranenburg, M. J., & van Ijzendoorn, M. H. (2007). Threat-related attentional bias in anxious and nonanxious individuals: A meta-analytic study. Psychological Bulletin, 133(1), 1-24. pmid: 17201568
[9]	Barker, H., Munro, J., Orlov, N., Morgenroth, E., Moser, J., Eysenck, M. W., & Allen, P. (2018). Worry is associated with inefficient functional activity and connectivity in prefrontal and cingulate cortices during emotional interference. Brain and Behavior, 8 (12), 1-9.
[10]	Basten, U., Stelzel, C., & Fiebach, C. J. (2012). Trait anxiety and the neural efficiency of manipulation in working memory. Cognitive Affective Behavioral Neuroscience, 12 (3), 571- 588. doi: 10.3758/s13415-012-0100-3 URL
[11]	Bayley, N. (2006). Bayley scales of infant and toddler development: Administration manual (3rd ed.). San Antonio, TX: Harcourt Assessment.
[12]	Blair, C., Granger, D. A., Willoughby, M., Mills-Koonce, R., Cox, M., Greenberg, M. T., … Fortunato, C. F. (2011). Salivary cortisol mediates effects of poverty and parenting on executive functions in early childhood. Child Development, 82(6), 1970-1984.
[13]	Bosquet, M. B., & Egeland, B. (2006). The development and maintenance of anxiety symptoms from infancy through adolescence in a longitudinal sample. Development and Psychopathology, 18(2), 517-550.
[14]	Bretherton, I., & Waters, E. (1985). Growing points of attachment theory and research. Chicago: University of Chicago Press.
[15]	Broeren, S., Muris, P., Diamantopoulou, S., & Baker, J. R. (2013). The course of childhood anxiety symptoms: Developmental trajectories and child-related factors in normal children. Journal of Abnormal Child Psychology, 41(1), 81-95. doi: 10.1007/s10802-012-9669-9 URL
[16]	Broussard, S. C., & Garrison, M. B. (2004). The relationship between classroom motivation and academic achievement in elementary-school-aged children. Family and Consumer Sciences Research Journal, 33(2), 106-120. doi: 10.1177/1077727X04269573 URL
[17]	Byron, K., & Khazanchi, S. (2011). A meta-analytic investigation of the relationship of state and trait anxiety to performance on figural and verbal creative tasks. Personality and Social Psychology Bulletin, 37(2), 269-283. doi: 10.1177/0146167210392788 pmid: 21239599
[18]	Chen, P. P., Zhang, J. H., Li, H. X., & Fu, M. M. (2021). Relationships between parenting behaviors and adolescents’ creativity in China: The mediating role of autonomous motivation. The Journal of Psychology, 155(5), 457-472. doi: 10.1080/00223980.2021.1902916 URL
[19]	Chrousos, G. P. (2009). Stress and disorders of the stress system. Nature Reviews Endocrinology, 5(7), 374-381. doi: 10.1038/nrendo.2009.106 pmid: 19488073
[20]	Comte, M., Cancel, A., Coull, J. T., Schön, D., Reynaud, E., Boukezzi, S., & Fakra, E. (2015). Effect of trait anxiety on prefrontal control mechanisms during emotional conflict. Human Brain Mapping, 36(6), 2207-2214.
[21]	Cooper, E. (1991). A critique of 6 measures for assessing creativity. Journal of Creative Behavior, 25(3), 194-204. doi: 10.1002/j.2162-6057.1991.tb01370.x URL
[22]	Côté, S. M., Boivin, M., Liu, X., Nagin, D. S., Zoccolillo, M., & Tremblay, R. E. (2009). Depression and anxiety symptoms: Onset, developmental course and risk factors during early childhood. Journal of Child Psychology and Psychiatry, 50(10), 1201-1208. doi: 10.1111/j.1469-7610.2009.02099.x URL
[23]	Csikszentmihalyi, M. (1996). The creative personality. Psychology Today, 29(4), 36-40.
[24]	Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037-2078.
[25]	de Acedo-Baquedano, M. T. S., & de Acedo-Lizarraga, M. L. S. (2012). Relationships between state and trait anxiety with verbal and graphic creativity in students in compulsory secondary education. Electronic Journal of Research in Educational Psychology, 10(3), 1123-1138. doi: 10.25115/ejrep.v10i28.1552 URL
[26]	Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. doi: 10.1207/S15327965PLI1104_01 URL
[27]	Dietrich, A. (2004). The cognitive neuroscience of creativity. Psychonomic Bulletin & Review, 11(6), 1011-1026. doi: 10.3758/BF03196731 URL
[28]	Du, Y. (2018). Relationship between Children’s Learning Motivation, Academic Engagement and Academic Achievement: Moderating Effect of Emotion (Unpublished master’s thesis). Hebei Normal University, Shijiazhuang, China.
	[杜瑶. (2018). 儿童学习动机、学习投入与学业成就的关系:情绪的调节作用 (硕士学位论文). 河北师范大学, 石家庄.]
[29]	Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition & Emotion, 6(6), 409-434.
[30]	Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336-353. doi: 10.1037/1528-3542.7.2.336 URL
[31]	Fries, E., Hesse, J., Hellhammer, J., & Hellhammer, D. H. (2005). A new view on hypocortisolism. Psychoneuroendocrinology, 30(10), 1010-1016. pmid: 15950390
[32]	Gilliom, M., & Shaw, D. S. (2004). Codevelopment of externalizing and internalizing problems in early childhood. Development and Psychopathology, 16(2), 313-333. pmid: 15487598
[33]	Greaves-Lord, K., Ferdinand, R. F., Oldehinkel, A. J., Sondeijker, F. E. P. I., Ormel, J., & Verhulst, F. C. (2010). Higher cortisol awakening response in young adolescents with persistent anxiety problems. Acta Psychiatrica Scandinavica, 116(2), 137-144. doi: 10.1111/j.1600-0447.2007.01001.x URL
[34]	Guerin, D. W., Allen, W. G., & Craig, W. T. (1997). Difficult temperament and behaviour problems: A longitudinal study from 1.5 to 12 years. International Journal of Behavioral Development, 21(1), 71-90. doi: 10.1080/016502597384992 URL
[35]	Gul, A., & Humphreys, G. W. (2014). The relationship between anxiety and task switching ability. Global Journal of Human-Social Science Research, 14, 27-32.
[36]	Hale, W. W., Raaijmakers, Q., Muris, P., van Hoof, A., & Meeus, W. (2008). Developmental trajectories of adolescent anxiety disorder symptoms: A 5-year prospective community study. Journal of the American Academy of Child & Adolescent Psychiatry, 47(5), 556-564. doi: 10.1097/CHI.0b013e3181676583 URL
[37]	Harter, S., & Zigler, E. (1974). The assessment of effectance motivation in normal and retarded children. Developmental Psychology, 10(2), 169-180. doi: 10.1037/h0036049 URL
[38]	Hauser-Cram, P., Warfield, M. E., Shonkoff, J. P., Krauss, M. W., Sayer, A. G., & Upshur, C. (2001). Children with disabilities: A longitudinal study of child development and parent well-being. Monographs of the Society for Research on Child Development, 66(3), 1-126. doi: 10.1111/1540-5834.00163 URL
[39]	Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.
[40]	Huang, Y., Lv, W., & Wu, J. (2016). Relationship between Intrinsic Motivation and Undergraduate Students’ Depression and Stress: The Moderating Effect of Interpersonal Conflict. Psychological Reports, 119(2), 527-538. doi: 10.1177/0033294116661512 URL
[41]	Hunt, J. M. (1965). Intrinsic motivation and its role in psychological development. Nebraska Symposium on Motivation. Nebraska Symposium on Motivation, 13, 189- 282.
[42]	Jennings, K. D. (1991). Early development of mastery motivation and its relation to the self-concept. In M. Bullock (Ed.), The development of intentional action: Cognitive, motivational, and interactive processes. Contributions to human development (Vol. 22, pp.1-13). Basel, Switzerland: Karger.
[43]	Józsa, K., & Barrett, K. C. (2018). Affective and social mastery motivation in preschool as predictors of early school success: A longitudinal study. Early Childhood Research Quarterly, 45, 81-92. doi: 10.1016/j.ecresq.2018.05.007 URL
[44]	Kendall, P. C., Brady, E. U., & Verduin, T. L. (2001). Comorbidity in childhood anxiety disorders and treatment outcome. Journal of the American Academy of Child & Adolescent Psychiatry, 40(7), 787-794. doi: 10.1097/00004583-200107000-00013 URL
[45]	Kircaburun, K., Griffiths, M. D., Şahin, F., Bahtiyar, M., Atmaca, T., & Tosuntaş, Ş. B. (2020). The mediating role of self/everyday creativity and depression on the relationship between creative personality traits and problematic social media use among emerging adults. International Journal of Mental Health and Addiction, 18, 77-88. doi: 10.1007/s11469-018-9938-0 URL
[46]	Knappe, S., Beesdo-Baum, K., Fehm, L., Lieb, R., & Wittchen, H.-U. (2012). Characterizing the association between parenting and adolescent social phobia. Journal of Anxiety Disorders, 26, 608-616. https://doi.org/10.1016/janxdis.2012.02.014. doi: 10.1016/j.janxdis.2012.02.014 URL
[47]	Laurin, J. C., Joussemet, M., Tremblay, R. E., & Boivin, M. (2015). Early forms of controlling parenting and the development of childhood anxiety. Journal of Child and Family Studies, 24(11), 3279-3292. doi: 10.1007/s10826-015-0131-9 URL
[48]	Lin, C. D., Yang, Z. L., & Huang, X. T. (2003). Dictionary of psychology (in Chinese, p.600). Shanghai: Shanghai Education Science Press.
	[林崇德, 杨治良, 黄希庭. (2003). 心理学大辞典 (p.600). 上海教育出版社.]
[49]	Liu, G. R., & Zhang, J. H. (2015, October). Parenting and students’ creative thinking: The moderating roles of age and gender. Paper presented at the meeting of the 18th National Conference of Psychology, Tianjin, China.
	[刘桂荣, 张景焕. (2015, 10月). 父母教养行为与中小学生创造思维的关系.见:中国心理学会 (编). 第十八届全国心理学学术会议摘要集——心理学与社会发展(pp.85-86).]
[50]	Liu, W., Zhang, J. Q., & Che, H. B. (2020). The relationship between 3-4-year-old children’s creative personality and temperament: A cross-lagged regression analysis. Journal of Psychological Science, 43(3), 645-651.
	[刘文, 张嘉琪, 车翰博. (2020). 3-4岁幼儿创造性人格与气质的交叉滞后分析. 心理科学, 43(3), 645-651.]
[51]	Lopez-Duran, N. L., Kovacs, M., & George, C. J. (2009). Hypothalamic-pituitary-adrenal axis dysregulation in depressed children and adolescents: A meta-analysis. Psychoneuroendocrinology, 34(9), 1272-1283. doi: 10.1016/j.psyneuen.2009.03.016 pmid: 19406581
[52]	Lu, J., Wen, H., Wei, L., & Lu, S. (2005). The influence of the students' anxiety on their creativity. Acta Psychologica Sinica, 37(6), 85-90.
	[卢家楣, 贺雯, 刘伟, 卢盛华. (2005). 焦虑对学生创造性的影响. 心理学报, 37(6), 85-90.]
[53]	Luo, Z. R. (2002). A study of development in separation anxiety of children. Psychological Development and Education, (4), 65-69.
	[罗增让. (2002). 儿童分离焦虑的发展变化研究. 心理发展与教育, (4), 65-69.]
[54]	Lupien, S. J., Maheu, F., Tu, M., Fiocco, A., & Schramek, T. E. (2007). The effects of stress and stress hormones on human cognition: Implications for the field of brain and cognition. Brain Cognition, 65(3), 209-237. pmid: 17466428
[55]	MacKinnon, D. P., Krull, J. L., & Lockwood, C. M. (2000). Equivalence of the mediation, confounding and suppression effect. Prevention Science, 1(4), 173-181. pmid: 11523746
[56]	MacTurk, R. H., & Morgan, G. A. (1995). Mastery motivation: Origins, conceptualizations, and applications. In M. Lamb (Ed.), Advances in applied developmental psychology. Ablex Publising Corporation Norwood, New Jersey.
[57]	Markus, M. T., Lindhout, I. E., Boer, F., Hoogendijk, T. H. G., & Arrindell, W. A. (2003). Factors of perceived parental rearing styles: The EMBU-C examined in a sample of Dutch primary school children. Personality and Individual Differences, 34(3), 503-519. doi: 10.1016/S0191-8869(02)00090-9 URL
[58]	Masi, G., Mucci, M., & Millepiedi, S. (2001). Separation anxiety disorder in children and adolescents: Epidemiology, diagnosis and management. CNS Drugs, 15(2), 93-104. pmid: 11460893
[59]	Mcewen, B. S. (2000). The neurobiology of stress: From serendipity to clinical relevance. Brain Research, 886(1-2), 172-189. doi: 10.1016/S0006-8993(00)02950-4 URL
[60]	Memmert, D. (2007). Can creativity be improved by an attention-broadening training program? An exploratory study focusing on team sports. Creativity Research Journal, 19(2-3), 281-291. doi: 10.1080/10400410701397420 URL
[61]	Miller, G., Chen, E., & Zhou, E. S. (2007). If it goes up, must it come down? Chronic stress and the hypothalamic-pituitary- adrenocortical axis in humans. Psychological Bulletin, 133(1), 25-45. doi: 10.1037/0033-2909.133.1.25 URL
[62]	Moran, G., Pederson, D. R., & Bento, S. (2010). MBQS-72 for detailed video coding (2010). Retrieved Jan 8, 2012, from http://works.bepress.com/gregmoran/103
[63]	Morgan, G. A., Busch-Rossnagel, N. A., Barrett, K. C., & Wang, J. (2009). The Dimensions of Mastery Questionnaire (DMQ): A manual about its development, psychometrics, and use. Fort Collins: Colorado State University.
[64]	Morgan, G. A., Harmon, R. J., & Maslin-Cole, C. A. (1990). Mastery Motivation: Definition and measurement. Early Education and Development, 1(5), 318-339. doi: 10.1207/s15566935eed0105_1 URL
[65]	Ng, E. L., & Lee, K. (2015). Effects of trait test anxiety and state anxiety on children's working memory task performance. Learning and Individual Differences, 40, 141-148. doi: 10.1016/j.lindif.2015.04.007 URL
[66]	Nie, R., Ying, X. U., & Han, Z. (2015). The relations between diurnal cortisol and children's psychosocial factors and problem behaviors. Advances in Psychological Science, 23(4), 591-601. doi: 10.3724/SP.J.1042.2015.00591 URL
	[聂瑞虹, 许颖, 韩卓. (2015). 皮质醇日常节律与儿童问题行为及心理社会因素的关系. 心理科学进展, 23(4), 591- 601.]
[67]	Oden, M. H. (1968). The fulfillment of promise: 40-year follow-up of the Terman gifted group. Genetic Psychology Monographs, 77(1), 3-93. pmid: 5640199
[68]	Ollendick, T. H., & Benoit, K. E. (2011). A parent-child interactional model of social anxiety disorder in youth. Clinical Child and Family Psychology Review, 15(1), 81-91. doi: 10.1007/s10567-011-0108-1 URL
[69]	Pagona, B., & Costas, M. (2008). The development of motor creativity in elementary school children and its retention. Creativity Research Journal, 20(1), 72-80. doi: 10.1080/10400410701842078 URL
[70]	Pederson, D. R., Moran, G., & Bento, S. (1999). Maternal behaviour Q-sort. Psychology Publications, 60(2-3), 247-254.
[71]	Pederson, D. R., Moran, G., & Bento, S. (2009). Assessing maternal sensitivity and the quality of mother-infant interactions using The Maternal Behavior Q-Sort (MBQS). Pederson-Moran MBQS Manual. unpublished manuscript. Western University at Ontario, Canada.
[72]	Pederson, D. R., Moran, G., Sitko, C., Campbell, K., Ghesquire, K., & Acton, H. (1990). Maternal sensitivity and the security of infant-mother attachment: A Q-sort study. Child Development, 61(6), 1974-1983.
[73]	Piaget, J. (1952). The origins of intelligence in children. International University Press, New York.
[74]	Plotsky, P. M., Owens, M. J., & Nemeroff, C. B. (1998). Psychoneuroendocrinology of depression. hypothalamic- pituitary-adrenal axis. Psychiatric Clinics of North America, 21(2), 293-307. pmid: 9670227
[75]	Ramos, B. P., & Arnsten, A. F. (2007). Adrenergic pharmacology and cognition: Focus on the prefrontal cortex. Pharmacology and Therapeutics, 113(3), 523-536. doi: 10.1016/j.pharmthera.2006.11.006 URL
[76]	Rosen, M. L., Amso, D., & Mclaughlin, K. A. (2019). The role of the visual association cortex in scaffolding prefrontal cortex development: A novel mechanism linking socioeconomic status and executive function. Developmental Cognitive Neuroscience, 39, 1-46.
[77]	Sapolsky, R. M., Romero, L. M., & Munck, A. U. (2000). How do glucocorticoids influence stress responses? Integrating permissive, suppressive, stimulatory, and preparative actions. Endocrine Reviews, 21(1), 55-89. doi: 10.1210/edrv.21.1.0389 pmid: 10696570
[78]	Shi, B. G., & Shen, J. L. (2007). The relationships among family ses, intelligence, intrinsic motivation and creativity. Psychological Development and Education, 23(1), 30-34.
	[师保国, 申继亮. (2007). 家庭社会经济地位、智力和内部动机与创造性的关系. 心理发展与教育, 23(1), 30-34.]
[79]	Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422-445. doi: 10.1037/1082-989X.7.4.422 URL
[80]	Spence, S. H., Rapee, R., Mcdonald, C., & Ingram, M. (2001). The structure of anxiety symptoms among preschoolers. Behaviour Research and Therapy, 39(11), 1293-1316. pmid: 11686265
[81]	Sterba, S. K., Prinstein, M. J., & Cox, M. J. (2007). Trajectories of internalizing problems across childhood: Heterogeneity, external validity, and gender differences. Development and Psychopathology, 19(2), 345-366. pmid: 17459174
[82]	Sternberg, R. J. (Ed). (1999): Handbook of creativity. New York: Cambridge University Press.
[83]	Tobias, S. (1985). Test anxiety: Interference, defective skills, and cognitive capacity. Educational Psychologist, 20(3), 135-142. doi: 10.1207/s15326985ep2003_3 URL
[84]	Torrance, E. P. (1967). Understanding the fourth grade slump in creative thinking. University of Minnesota.
[85]	Torrance, E. P. (1981). Thinking creatively in action and movement. Benesville, IL: Scholastic Testing Service.
[86]	Turner, L. A., & Johnson, B. (2003). A model of mastery motivation for at-risk preschoolers. Journal of Educational Psychology, 95(3), 495-505. doi: 10.1037/0022-0663.95.3.495 URL
[87]	Ulvund, S. E. (1980). Cognition and motivation in early infancy. An interactionistic approach. Human Development, 23(1), 17-32. pmid: 7353876
[88]	Wang, Z., & Dong, S. (2019). Autonomy as core of creativity and compliance: Moderated moderation model of maternal parenting behaviors. Creativity Research Journal, 31(1), 74-82. doi: 10.1080/10400419.2019.1577674 URL
[89]	Wen, Z. L., & Ye, B. J. (2014). Analyses of mediating effects: The development of methods and models. Advances in Psychological Science, 22(5), 731-745. doi: 10.3724/SP.J.1042.2014.00731 URL
	[温忠麟, 叶宝娟. (2014). 中介效应分析: 方法和模型发展. 心理科学进展, 22(5), 731-745.]
[90]	Widaman, K. F. (2006). Missing data: What to do with or without them. Monographs of the Society for Research in Child Development, 71(3), 42-64.
[91]	Ye, P., & Ma, Q. (2012). The characteristics and laws of the development of creative thinking of children 2-6 years old. Studies in Early Childhood Education, (8), 38-43.
	[叶平枝, 马倩茹. (2012). 2-6岁儿童创造性思维发展的特点及规律. 学前教育研究, (8), 38-43.]
[92]	Young, J. M., & Hauser-Cram, P. (2006). Mother-child interaction as a predictor of mastery motivation in children with disabilities born preterm. Journal of Early Intervention, 28(4), 252-263. doi: 10.1177/105381510602800402 URL
[93]	Zachopoulou, E., Makri, A., & Pollatou, E. (2009). Evaluation of children's creativity: Psychometric properties of Torrance's 'thinking creatively in action and movement' test. Early Child Development and Care, 179(3), 317-328. doi: 10.1080/03004430601078669 URL
[94]	Zalewski, M., Lengua, L. J., Fisher, P. A., Trancik, A., Bush, N. R., & Meltzoff, A. N. (2012). Poverty and single parenting: Relations with preschoolers' cortisol and effortful control. Infant and Child Development, 21(5), 537-554. doi: 10.1002/icd.1759 URL
[95]	Zhang, J. D., Wang, H. S., Shi, S. H., Huang, X. N., Liu, G. Y., Lian, G. L., & Shi, J. X. (2009). Reliability and validity of standardized Chinese version of urban infant-toddler social and emotional assessment. Early Human Development, 85(5), 331-336. doi: 10.1016/j.earlhumdev.2008.12.012 URL
[96]	Zhang, J. H., Liu, G. R., Shi, W. W., & Fu, X. J. (2011). On the relationship between motivating style and elementary students' creative thinking: The mediating role of autonomous motivation. Acta Psychologica Sinica, 43(10), 1138-1150.
	[张景焕, 刘桂荣, 师玮玮, 付秀君. (2011). 动机的激发与小学生创造思维的关系:自主性动机的中介作用. 心理学报, 43(10), 1138-1150.]
[97]	Zhang, W. X., & Gu, C. H. (2004). Developmental psychology of creativity. Hefei, China: Anhui Education Press. (in Chinese)
	[张文新, 谷传华. (2004). 创造力发展心理学. 安徽教育出版社.]

变量	样本量	最大值	最小值	男孩	女孩	t	p
1岁广泛性焦虑	76	1.50	0	0.45 ± 0.37	0.41 ± 0.37	0.35	0.72
1岁分离焦虑	76	1.67	0	0.76 ± 0.38	0.75 ± 0.47	0.03	0.97
2岁广泛性焦虑	79	1.25	0	0.35 ± 0.31	0.39 ± 0.34	-0.49	0.63
2岁分离焦虑	79	1.75	0	0.70 ± 0.36	0.65 ± 0.40	0.54	0.59
2岁一般认知	75	18	6	10.97 ± 2.38	11.35 ± 2.66	-0.64	0.52
3岁掌握动机	69	161	100	137.04 ± 10.74	135.50 ± 10.40	0.59	0.56
5岁流畅性	75	82	6	30.33 ± 14.90	34.42 ± 18.09	-1.03	0.31
5岁独创性	75	114	3	41.27 ± 26.15	46.02 ± 27.43	-0.75	0.46
5岁想象力	75	22	10	16.63 ± 2.71	16.38 ± 2.44	0.43	0.67
5岁创造力	75	2.42	-1.66	-0.08 ±.99	0.05 ± 1.02	-0.56	0.58

变量	样本量	最大值	最小值	男孩	女孩	t	p
1岁广泛性焦虑	76	1.50	0	0.45 ± 0.37	0.41 ± 0.37	0.35	0.72
1岁分离焦虑	76	1.67	0	0.76 ± 0.38	0.75 ± 0.47	0.03	0.97
2岁广泛性焦虑	79	1.25	0	0.35 ± 0.31	0.39 ± 0.34	-0.49	0.63
2岁分离焦虑	79	1.75	0	0.70 ± 0.36	0.65 ± 0.40	0.54	0.59
2岁一般认知	75	18	6	10.97 ± 2.38	11.35 ± 2.66	-0.64	0.52
3岁掌握动机	69	161	100	137.04 ± 10.74	135.50 ± 10.40	0.59	0.56
5岁流畅性	75	82	6	30.33 ± 14.90	34.42 ± 18.09	-1.03	0.31
5岁独创性	75	114	3	41.27 ± 26.15	46.02 ± 27.43	-0.75	0.46
5岁想象力	75	22	10	16.63 ± 2.71	16.38 ± 2.44	0.43	0.67
5岁创造力	75	2.42	-1.66	-0.08 ±.99	0.05 ± 1.02	-0.56	0.58

变量	1	2	3	4	5	6	7	8	9	10	11	12
1.广泛性焦虑T1	-
2.分离焦虑T1	0.48^**	-
3.广泛性焦虑T2	0.31^*	0.11	-
4.分离焦虑T2	0.26^*	0.29^*	0.42^**	-
5.一般认知T2	-0.20	-0.22⁺	-0.27^*	-0.21⁺	-
6.掌握动机T3	-0.15	0.001	-0.38^**	-0.1	0.22⁺	-
7.创造力T4	-0.22	-0.18	-0.35^**	-0.38^**	0.16	0.39^**	-
8.母亲受教育程度T1	-0.12	-0.24^*	0.01	0.05	0.03	-0.04	-0.01	-
9.父亲受教育程度T1	-0.13	-0.1	0.02	0.12	-0.002	0.00	-0.05	0.38^**	-
10.母亲收入T1	0.05	-0.18	0.02	0.07	0.06	-0.30^*	-0.08	0.31^**	0.29^*	-
11.父亲收入T1	-0.16	-0.13	-0.06	0.07	0.13	-0.14	-0.03	0.35^**	0.38^**	0.57^**	-
12.母亲敏感性T1	0.02	-0.05	0.02	0.06	0.03	0.00	-0.12	0.02	0.02	-0.09	-0.01	-

变量	1	2	3	4	5	6	7	8	9	10	11	12
1.广泛性焦虑T1	-
2.分离焦虑T1	0.48^**	-
3.广泛性焦虑T2	0.31^*	0.11	-
4.分离焦虑T2	0.26^*	0.29^*	0.42^**	-
5.一般认知T2	-0.20	-0.22⁺	-0.27^*	-0.21⁺	-
6.掌握动机T3	-0.15	0.001	-0.38^**	-0.1	0.22⁺	-
7.创造力T4	-0.22	-0.18	-0.35^**	-0.38^**	0.16	0.39^**	-
8.母亲受教育程度T1	-0.12	-0.24^*	0.01	0.05	0.03	-0.04	-0.01	-
9.父亲受教育程度T1	-0.13	-0.1	0.02	0.12	-0.002	0.00	-0.05	0.38^**	-
10.母亲收入T1	0.05	-0.18	0.02	0.07	0.06	-0.30^*	-0.08	0.31^**	0.29^*	-
11.父亲收入T1	-0.16	-0.13	-0.06	0.07	0.13	-0.14	-0.03	0.35^**	0.38^**	0.57^**	-
12.母亲敏感性T1	0.02	-0.05	0.02	0.06	0.03	0.00	-0.12	0.02	0.02	-0.09	-0.01	-

预测变量	创造力 T4			创造力 T4
预测变量	β	B (SE)	∆R²	β	B (SE)	∆R²
第一步			0.01			0.01
母亲受教育程度T1	0.04	0.04(0.10)		0.04	0.04(0.10)
母亲收入 T1	-0.10	-0.08(0.08)		-0.10	-0.08(0.08)
第二步			0.16^***			0.17^***
广泛性焦虑T1&T2	-0.40^***	-0.45(0.11)
分离焦虑T1&T2				-0.42^***	-0.47(0.11)
第三步			0.01			0.01
一般认知T2	0.12	0.05(0.04)		0.12	0.05(0.04)
第四步			0.06^**			0.11^***
掌握动机T3	0.28^**	0.02(0.01)		0.36^***	0.03(0.01)