社会与工程心理学研究室知识库

创新，作为一种创造性的思维和行为，是国家和社会可持续发展的“第一动力”。作为创新的主体，近几年来，以积极心理学的幸福观角度探讨个体创新行为的研究逐渐受到重视。如主观幸福感可以增强个体的创新能力，在创新过程中更好地释放和增强他们的积极性。而心理丰富性作为一种新的幸福形式，与传统的幸福观（享乐主义和实现主义）不同，由新奇、复杂和充满不确定性的有趣经历，以及引发视角改变的生活经历组成。心理丰富性水平更高的个体，好奇心更强，思维更加灵活、深刻、复杂，更愿意尝试挑战、寻求学习的机会，更具智慧和开放性，而这些因素也是影响个体创新能力、创新行为的重要因素。因此，本研究主要以社会认知理论的创造性信念为核心，从自我扩展和创新自我效能感的角度，构建一个链式中介，试图打开心理丰富性影响个体创新行为的“黑匣子”。 同时，引入创造性思维模式作为调节变量，进一步考察上述链式中介机制是否存在个体差异，最终构建了一个有调节的链式中介模型。

本研究先后进行了两个量化研究的问卷调查：研究一、以在校大学生为研究对象，通过问卷星平台随机抽样，收集得到有效问卷 901 份，探析自我扩展与创新自我效能感在心理丰富性与大学生创新行为间的中介作用；研究二、以在职员工为研究对象，采取方便取样法，收集有效问卷 601 份，进一步将研究一的结果推广到实际工作场所，并在此基础上探究创造性思维模式的调节作用。

研究结果：研究一、（1）在控制了人口学变量后，心理丰富性与自我扩展、创新自我效能感、大学生创新行为之间两两显著正相关。（2）心理丰富性可以直接影响大学生创新行为，也可以分别通过自我扩展与创新自我效能感间接影响大学生创新行为，自我扩展—创新自我效能感在心理丰富性和大学生创新行为之间发挥链式中介作用。研究二、（1）心理丰富性与自我扩展、创新自我效能感、成长型思维模式、员工创新行为之间两两显著正相关。（2）心理丰富性可以直接影响员工创新行为，也可以分别通过自我扩展与创新自我效能感间接影响员工 创新行为，自我扩展—创新自我效能感在心理丰富性和员工创新行为之间发挥链式中介作用。（3）中介效应的差异性检验结果显示，大学生与员工的自我扩展和创新自我效能感分别在心理丰富性与创新行为的单独中介效应上差异显著；大学生和员工的自我扩展与创造性自我效能感在心理丰富性与创新行为的链式中介效应上存在显著差异。（4）创造性思维模式在心理丰富性对员工创新行为影响机制中起显著的调节作用，这种调节作用主要通过成长型思维模式调节创新自我效能感与创新行为的关系发挥作用。

本研究在一定程度上拓展了影响个体创新行为因素的研究，并为解释创新行为提供了新的理论框架。尤其是，从心理丰富性的角度来建构个人幸福能够扩大自我概念，帮助人们形成更多的身份认同，增强创新自我效能感，为促进个体创新行为提供一定的实践启发。

Innovation, as a form of creative thinking and behavior, constitutes the "prime driving force" for the sustainable development of the nation and society. As the subjects of innovation, in recent years, the research on individual innovation behavior from the perspective of happiness in positive psychology has garnered increasing attention. For instance, subjective well-being can enhance an individual's innovation ability and better unleash and intensify their enthusiasm during the innovation process. Psychological richness, as a novel form of happiness, differs from the traditional notions of happiness (hedonic well-being and eudaimonic well-being) and encompasses novel, complex, and uncertain interesting experiences, as well as life experiences that trigger a change in perspective. Individuals with a higher degree of psychological richness exhibit stronger curiosity, more flexible, profound, and complex thinking, are more inclined to undertake challenges and seek learning opportunities, and are more intelligent and open-minded. These factors are also crucial elements influencing individual innovation ability and innovation behavior. Therefore, this study primarily focuses on the creative belief of the social cognitive theory and constructs a chain mediation from the perspectives of self-expansion and innovative self-efficacy, endeavoring to unlock the "black box" of how psychological richness affects individual innovative behavior. Simultaneously, the creative thinking mode is introduced as a moderating variable, and whether there are individual differences in the above-mentioned chain mediation mechanism is further examined. Eventually, a moderating chain mediation model is established.

This study has conducted two quantitative research questionnaires: Study 1. Taking college students as the research subjects, 901 valid questionnaires were collected through random sampling on the questionnaire platform to explore the mediating effect of self-expansion and innovative self-efficacy on the psychological richness and innovative behavior of college students; Study 2. Taking on-the-job employees as the research object, the convenient sampling method was adopted to collect 601 valid questionnaires. The results of study 1 were further extended to the actual workplace, and on this basis, the moderating effect of creative thinking patterns was explored.

Results: In study 1, (1) After controlling for demographic variables, psychological richness is significantly and positively correlated with self-expansion, innovative self-efficacy, and innovative behavior of college students. (2) Psychological richness can directly influence college students' innovative behavior and can also indirectly affect it through self-expansion and innovative self-efficacy respectively. Self-expansion-innovative self-efficacy serves as a chain intermediary between psychological richness and college students' innovative behavior. Study 2. (1) Psychological richness is significantly and positively correlated with self-expansion, creative self-efficacy, growth thinking mode, and employees' innovative behavior. (2) Psychological richness can directly affect employees' innovative behavior and can also indirectly affect it through self-expansion and innovative self-efficacy respectively. Self-expansion-innovative self-efficacy plays a chain intermediary role between psychological richness and employees' innovative behavior. (3) The difference test results of the mediating effect indicate that the self-expansion and innovative self-efficacy of college students and employees have significant differences in the independent mediating effect of psychological richness and innovative behavior respectively; There are significant differences between college students' and employees' self-expansion and creative self-efficacy in psychological richness and the chain mediating effect of innovative behavior. (4) The creative mindsets plays a significant moderating role in the influence mechanism of psychological richness on employees' innovation intention, and this moderating effect mainly functions through the growth mindsets regulating the relationship between innovation self-efficacy and innovation intention.

This study extends the research on factors influencing individual innovation behavior to a certain extent and provides a new theoretical framework for explaining innovation behavior. Particularly, constructing personal happiness from the perspective of psychological richness can expand self-concept, assist people in forming more identities, enhance innovative self-efficacy, and offer some practical inspirations for promoting individual innovative behavior.