教师创造性教学行为与中小学生创造性自我效能感的关系:一个有调节的中介模型  

Teachers′ Creativity Fostering Behaviors and Students′ Creative Self-efficacy:A Moderated Mediation Model

作　　者：张晶[1] 舒曾 胡卫平[2] 孙汉银[1] 贺琼[1] 冷露 方晓义[1] 

机构地区：[1]北京师范大学心理学院发展心理研究所,北京100875 [2]陕西师范大学现代教学技术教育部重点实验室,西安710062

出　　处：《心理与行为研究》2017年第1期92-100,共9页Studies of Psychology and Behavior

基　　金：2013年度科技基础性工作专项(2013IM030200)

摘　　要：采用问卷法对北京市和西安市1所小学和2所中学的小学三年级到初中三年级的1689名学生进行调查,考察教师创造性教学行为与学生的创造性自我效能感之间的关系,以及班级创新氛围的中介作用和学生沉浸特质的调节作用。研究结果表明:(1)教师创造性教学行为显著正向预测学生的创造性自我效能感;(2)班级创新氛围在教师创造性教学行为和学生创造性自我效能感间起完全中介作用;(3)学生沉浸特质对班级创新氛围的中介作用存在显著的正向调节效应。1689 students from grade three to grade nine of 1 primary and 2 junior middle schools in Xian and Beijing were recruited to answer questionnaires of Creativity Fostering Teacher Index, What is Happening in this Class, Short Dispositional Flow Scale and Student＇s Self-efficacy Scale. A moderated mediation model was constructed to examine the relationship among teachers＇ creativity fostering behaviors, students＇ creative self-efficacy, creative classroom climate and students＇ dispositional flow. The results indicated that： 1） Teachers＇ creativity fostering behaviors significantly positively predicated the level of students＇ creative self-efficacy; 2） Creative classroom climate completely mediated the relationship between teachers＇ creativity fostering behaviors and student＇ creative self-efficacy; 3） The mediation role of creative self-efficacy was positively moderated by students＇ dispositional flow.

关 键 词：创造性教学行为 班级创新氛围 创造性自我效能感 沉浸特质 中小学生 

分 类 号：B844.2[哲学宗教—发展与教育心理学]