中学生个人认识论对创造性思维的影响:自我提问的调节作用分析  

The Effects of Middle School Students' Personal Epistemology on Creative Thinking:Moderation of Self Questioning

作　　者：杨小洋[1] 李歆瑶[1] 周晖[1] 

机构地区：[1]中山大学心理学系,广州510275

出　　处：《心理发展与教育》2012年第6期603-610,共8页Psychological Development and Education

基　　金：广东省教育科学"十一五"规划2010年度研究项目(2010tjk441);2011年度教育部人文社会科学研究青年基金项目(11YJC190031)

摘　　要：为探讨中学生个人认识论、创造性思维与自我提问三者之间的关系,本研究采用《中学生反省判断调查问卷》、《中学生自我提问水平调查问卷》和《中学生创造性水平测验》对545名初一至初三年级被试进行调查,结果发现:(1)中学生创造性思维与其个人认识论存在显著的正相关关系;(2)中学生自我提问能力与创造性思维水平之间存在显著的正相关关系;(3)在知识来源对创造性思维独特性的预测中,自我提问水平较低的被试,其知识来源观对独特性具有显著的正向预测作用,而自我提问水平较高的被试则此预测作用不显著,因此中学生自我提问在个人认识论与创造性思维的关系中具有一定的调节作用,在三者关系当中它是调节变量。To explore the relationships among middle school students＇ personal epistemology, creative thinking and self questioning, 545 middle school students at grade 7,8,10 completed the Reflective Judgment Questionnaire, the Self Questioning Questionnaire, and the Creative Thinking Inventory. Results showed ： （ 1 ） Middle school students＇ personal epistemology was significantly correlated to creative thinking, which meant that the higher personal epistemology level, the better of creative thinking score. （2） Self questioning was significantly correlated to creative thinking. （3） Source of knowledge could significantly predict originality in participants who had a low self questioning level, but this prediction could not be found in participants had a high level of self questioning. The influence of personal epistemology on creative thinking was regulated by self questioning.

关 键 词：中学生 个人认识论 创造性思维 自我提问 调节作用 

分 类 号：B844.2[哲学宗教—发展与教育心理学]