师生关系对小学生创造性的作用:一个有调节的中介模型
Effects of Teacher-student Relationships on Students' Creativity: A Moderated Mediation Model

以658名儿童为被试,采用测验法和问卷法考察师生关系与小学生创造性思维的关系,同时探析创新自我效能感的中介作用,以及该作用是否受到开放性人格的调节。结果发现:(1)师生关系对小学生创造性思维、创新效能感均有显著的正向预测作用;(2)创新效能感在师生关系与小学生创造性思维总分、流畅性和独特性得分之间起完全中介作用;(3)开放性可以调节创新效能感对小学生创造性思维的作用,开放性高时效能感的中介效应显著,而开放性低时该效应不显著。这些结果对于综合解释教育过程中环境与个体因素对创造性的作用路径与机制具有重要意义。
Based on testing and questionnaire method, the present study conducted among 658 primary school students to investigate the impact of teacher-student relationships on children's creative thinking and to explore the mediating effect of creative self-efficacy as well as the moderating effect of openness to experience. The results showed that:(1) Teacher-student relationships significantly positively predicted children's creative thinking as well as creative self-efficacy; (2) Creative self-efficacy played a completely mediating role between teacher-student relationships and primary school students' creative thinking; (3) The mediation of creative self-efficacy was moderated by openness to experience. In terms of high openness to experience, creative self-efficacy played a mediating role. But for individuals with low openness to experience, the mediating effect of creative self-efficacy was not significant. These findings contribute to our understanding of a comprehensive interpretation of both environmental and individual factors' impact on creativity.