| 其他摘要 | The development of individual creativity is of great significance to their own growth and national development. Primary school children from Grade 1 to Grade 3 are in the transitional period of cognitive development from concrete to abstract and from low to high. They have certain development potential but are not enough to create creative products in a broad sense. Therefore, adopting appropriate assessment tools to measure children's creative ability can not only objectively understand their creative development level. It can also provide a favorable basis for the subsequent research and cultivation of children's creativity. At the same time, the environment of children from Grade 1 to Grade 3 is a transitional stage from family environment, which plays a major role in children's development, to family environment and school environment, so understanding the influence mechanism of the two kinds of environment on children's creative potential is conducive to the cultivation of children's creativity. At the same time, the creativity of children in this stage is mostly manifested as daily creativity that is not combined with specific skills and experience, so the creativity potential can be used as a measure of creativity level. Parental control is a core component of family upbringing, an important part of family environment, and an important factor affecting children's development. As a learning environment jointly created by teachers, peers and learning content, creative classroom environment also has an important relationship with children's own development. Therefore, this study attempts to study the influence and mechanism of parental control and creative classroom environment on children's creative potential in the context of Chinese culture. This study consists of two sub-studies: Study one revises the Test of Creative Thinking—Drawing Production, and study two explores the influence mechanism of parental control and creative classroom environment on children's creative potential.
Study One validated the applicability of the Test of Creative Thinking – Drawing Production (TCT-DP) in the Chinese children population. It is a tool to measure creative potential in a pictorial way. It takes the total score of the test as the creative potential index. The study involved the translation, back-translation, and content debugging of the test scoring manual. 229 children aged 5-9 (from kindergarten middle class to third grade of elementary school) in Guangzhou were recruited as participants. The inter-rater reliability of three independent raters was used as an indicator of scorer reliability. The test-retest reliability, measured by two tests administered 8 weeks apart, was used to assess the tool's retest reliability. Factor analysis was conducted on the 10 indicators of the test to verify its structural validity. Exploratory factor analysis revealed a three-factor model consisting of overall meaning, graphic information, and breaking conventions. Confirmatory factor analysis indicated a good fit for the three-factor model. The Consensual Assessment Test (CAT) was employed to score the creative and technical aspects of the drawing works in 12 indicators across two dimensions, to examine the aggregate and discriminant validity of TCT-DP. The results showed a significant correlation between TCT-DP's creativity total score and CAT's creativity factor score, while there was no significant correlation with the technical factor score. This indicates that TCTDP demonstrates good aggregate and discriminant validity. Study One demonstrated that the Chinese version of TCT-DP meets the requirements of reliability and validity in measurement and can be applied in Study Two.
In study 2, 408 students from 16 classes from Grade 1 to Grade 3 in four primary schools in Kaifeng were tested and investigated. Data were collected using TCT-DP, Parental Control Scale, Basic Psychological Needs Scale, and Creative Classroom Environment Scale. The development of creativity potential, gender differences, and the relationship and mechanism among variables were investigated through ANOVA and, Multi-level Linear regression Model. The main results are as follows:
1. there is no gender or grade difference in children's creative potential in grades 1-3.
2. Both parental psychological control and behavioral control negatively predict the satisfaction of children's basic psychological needs.
3. The satisfaction of basic psychological needs positively predicts the expression of children's creative potential.
4. Basic psychological needs mediate the relationship between parental psychological control and children's creative potential.
5. A positive class innovation atmosphere predicts the partial satisfaction of children's basic psychological needs.
6. Basic psychological needs serve as a cross-level mediator between class innovation atmosphere and children's creative potential.
This study suggests that parents reducing or avoiding the use of psychological control methods is beneficial for satisfying children's basic psychological needs and promoting the development of their creative potential. The satisfaction of basic psychological needs contributes to the development of children's creative potential. A positive class innovation atmosphere is conducive to fulfilling children's basic psychological needs, thereby fostering the development of their creative potential. Therefore, it can be concluded that a loving and relaxed family environment, as well as a united, inclusive, and open class environment, have a promoting effect on the satisfaction of children's basic psychological needs and the development of their creative potential. |
修改评论