儿童状态社会创造性的跨文化研究:基于中美文化的比较  

The Cross-cultural Study on Children's State Social Creativity: The Difference between China and the United States

作　　者：谷传华[1] 张冬静[1] Yeh Hsueh Xiangen Hu 

机构地区：[1]青少年网络心理与行为教育部重点实验室暨华中师范大学心理学院,武汉430079 [2]College of Education, University of Memphis,tnusa38152 [3]Department of Psychology,University of Memphis,tnusa38152

出　　处：《心理与行为研究》2015年第2期230-236,共7页Studies of Psychology and Behavior

基　　金：教育科学"十二五"规划国家青年基金课题(CDA110106)

摘　　要：从中国和美国中部地区选取小学儿童236人,采用状态社会创造性开放问卷和教师领导方式结构式问卷考察了儿童状态社会创造性的文化差异及其与教师领导方式的关系。结果表明:(1)总体上,美国儿童在社会性问题解决中表现出较强的流畅性和变通性等创造性思维品质,但中国儿童表现出较强的适当性、有效性和冒险性等社会适应和人格状态;(2)状态社会创造性总体上存在着国别与年级之间的交互作用,美国的四年级儿童状态社会创造性得分显著高于五年级儿童;(3)教师领导方式的各个维度均不存在显著的预测作用。中美儿童的状态社会创造性既有相似之处又有不同之处。The Open-ended Questionnaires of State Social Creativity and Structured Teachers＇ Leadership Style Ques- tionnaires were adopted to 236 children sampled from middle areas of China and the United States to investigate the cultural difference in their state social creativity and its relations to class teachers＇ leadership style. The re- suits indicated that, generally the U. S. children tended to have higher creative thinking ability including fluency and flexibility in social problem solving, and Chinese children tended to exhibit higher social abilities and per- sonality state including appropriateness, validity, and risk-taking; significant interaction of country with grade was found on general state social creativity, and the U. S. children of the fourth grade scored higher than those of the fifth grade; none of dimensions of teacher＇s leadership style could significantly predict children＇s state social creativity solely. Both similarity and difference in state social creativity existed between the U. S. children and Chinese children.

关 键 词：状态社会创造性 跨文化研究 儿童 

分 类 号：B844[哲学宗教—发展与教育心理学]