研究一验证性因素分析构建了五个模型，但模型四综合比较优于其它四个模型(NFI=0.936, RFI=0.917, IFI=0.945，TLI=0.929, CFI=0.945，RMSEA=0.052)量表的Cronbach a系数为0.851。学生分析性能力和实践性能力随着年级的变化逐渐提高，创造性能力在4至6年级呈上升趋势，随后呈下降趋势，7年级后又呈现上升趋势，实践性能力在5至6年级以及7至8年级出现两个快速发展时期。女生的分析性能力、创造性能力均显著高于男生，但二者的实践性能力并不存在显著差异。
研究二发现控制性别和年级变量进行回归分析，分析能力对语文(p=0.000 )和数学成绩(p=0.000 )均有显著预测作用，而创造力得分则对语文成绩(p=0.000 )有显著预测作用，实践能力对数学成绩有显著预测作用(p=0.003 )。分析能力C p=0.000 )、创造力(C p=0.001)、实践能力(p=0.031)对学习成绩总分均具有显著预测作用，课堂学习环境在成功智力对学业成绩的影响中起负向调节作用(p=一0.090，现教师领导力p<0(日二.001)。分别检验课堂学习环境的四个维度的调节作用，发0.107，.001)、学生关系(p一0.086, p<0.001)、教师支持(p一0.060, p<0、学生参与(p=一0.066, p<0.01)均起到负向调节作用。
The present research focuses on two core concepts, which are Class Learning Environment and Successful Intelligence. Aurora Battery has been used to measure successful intelligence widely. This research has two aims. The first is to assess the reliability and validity of the Chinese version of Aurora Battery and so as to provide a satisfactory instrument to measure successful intelligence for Chinese students.Moreover, this study wants to explore the factors of class innovate environment as well as the moderation effect between successful intelligence and academic scores, so that we can provide theoretical basis for constructing the multiple evaluation system of students and innovate learning environment of class.
This study was composed of two studies.
Study 1:Reliability and validity of Aurora Battery in primary and middle school students. The sample for this study consisted of 2435 students in the age of 6.53 to 17.17 years (M=12.3, SD=1.45), and 2022valid questionnaires were obtained.Stratified sampling was used to recruit participants from 4th to 8th grade in Fushun Hangzhou, Hefei, Mianyang and Chongqing. SPSS version 22.0 and Amos version 21.0 were applied to conduct item analysis, exploratory factor analysis (EFA) and validity test. After that, the second part of the analysis was dedicated to investigating the development trend of successful intelligence, and gender differences.
Study 2: The moderation effect of class innovate environment in successful intelligence and academic scores. The total sample of study 1 was assessed with Aurora Battery and class innovate environment questionnaire. Besides, all the students were asked to provide their final exam scores of literature and math as well.Correlations and multiple regressions were conducted by SPSS version 22.0 to examine the relationships among each variable, predict academic scores from successful intelligence and the role of class learning environment between successful intelligence and academic scores.
In study 1，researchers constructed five models by exploratory factor analysis (EFA), and compared all the five models, model 4 had a better model fit indices (NFI=0.936, RFI=0.917, IFI=0.945，TLI=0.929, CFI=0.945，RMSEA=0.052) and good internal consistency ((Cronbach's a= 0.851). Ability of analytical and practical increased with the increasing of grades, but creativity had an uptrend from grades 4 to 6, turned downtrend in grades 7 and then went back to uptrend gradually. In addition
Practical ability has two rapid development periods, the first one occurred during 5th grade and 6th grade as well as 7th grade to 8th grade.
In study 2, from the hierarchical regression analyses, with demographic characteristics entered in the first and Aurora scores in the second block, analytical (p=0.000) and creative (p=0.000) ability positively predicted Chinese scores, while analytical (p=0.000) and practical (p=0.003) ability significantly predicted Math scores. In sum, all three abilities positively predicted academic scores. Hierarchical regression analysis was conducted to test hypothesized relationships among successful intelligence, learning environment
academic scores. After controlling gender and grade, Aurora scores (Successful Intelligence) has a significant main effect on academic score(p=0.281，p<0.001). The interaction between Aurora scores and learning environment has a significant negative effect on academic score (p=一0.09, p<0.001). Then test the moderation effect of the four factors in class innovate environment, it can be found that all the four factors have significant negative moderation effects.
First, the Chinese version of Aurora Battery has acceptable psychometric properties in primary and middle school students, and it can be applied in Chinese culture background for evaluating students from multiple dimensions.
Second, the Aurora Battery can distinguish analytical, creative and practical abilities well, however, there is no evidence that can demonstrate successful intelligence is domain specific.
Third, ability of analytical and practical increased with the increasing of grades, but creativity had an uptrend from grades 4 to 6, turned downtrend in grades 7 and then went back to uptrend gradually. In addition, Practical ability has two rapid development periods, the first one occurred during 5th grade and 6th grade as well as 7th grade to 8th grade.
Fourth, girls performed better than boys on all three abilities and significantly higher on analytical and creative abilities while there were no significant difference on practical ability, and there was no obvious interaction between grade and gender.
Fifth, all three abilities of successful intelligence can positively predict academic scores, and among them, analytical ability is the strongest predictor.
Sixth，the interactions between Aurora scores (successful intelligence) and learning environment as well as its four factors have significant negative effects on academic scores.