评价和成就动机对青少年社会创造性的影响  

On the Effect of Evaluation and Achievement Motivation on Adolescents' Social Creativity

作　　者：谷传华[1] 荆智 张菲菲[1] 孙超奇 

机构地区：[1]青少年网络心理与行为教育部重点实验室、华中师范大学心理学院,武汉430079

出　　处：《中国特殊教育》2013年第8期72-76,共5页Chinese Journal of Special Education

基　　金：华中师范大学(中央高校基本科研业务费专项资金)探索创新项目“个体和环境因素对青少年社会创造性的影响”(项目号:A04);全国教育科学“十二五”规划国家青年基金课题“儿童社会创造性的跨文化研究”(项目号:CDA110106)资助

摘　　要：随机选取187名中学生,采用青少年社会创造性故事情境问卷和成就动机量表考察青少年社会创造性与评价和成就动机之间的关系。结果表明:无评价条件下青少年的社会创造性高于有评价条件下的青少年;评价与成就动机在社会性问题解决的流畅性上具有显著的交互作用,无评价条件下避免失败型青少年表现出更高的流畅性。在教育过程中,应注重培养青少年解决社会性问题的内部动机,避免不适当的外部评价,对避免失败型的青少年尤其如此。This study, by surveying 187 middle school students with the Situational Story-based Questionnaire for Adolescents on Social Creativity, and the Achievement Motivation Scale, aims to explore the relationship be- tween adolescents＇ social creativity, evaluation, and achievement motivation. The results show the folowing： （1） the adolescents surveyed show a higher degree of social creativity without external evaluation; （2） evaluation and achievement motivation have a significant interaction effect on the fluency of social problem solving; the ado- lescents trying to avoid failure tend to show a higher degree of fluency of social problem solving without external evaluation. In conclusion, the study holds the view that schools are supposed to guide the students, especially those trying to avoid failure, to the settlement of social problems based on internal motivations, and avoid inap- propriate external evaluation.

关 键 词：社会创造性 评价 成就动机 青少年 

分 类 号：B844[哲学宗教—发展与教育心理学]