教导何以有方?教师辩证反馈对大学生团队创造力的作用机制  

How to teach resourcefully? The mechanism of teacher dialectical feedback on team creativity of college students

作　　者：张建卫 周愉凡 李林英 李海红 滑卫军 ZHANG Jianwei;ZHOU Yufan;LI Linying;LI Haihong;HUA Weijun(School of Humanities and Social Sciences,Beijing Institute of Technology,Beijing 100081,China;Normal College,Qingdao University,Qingdao 266071,China;School of Marxism,Beijing Institute of Technology,Beijing 100081,China;School of Business Administration,Shandong University of Finance and Economics,Jinan 250014,China)

机构地区：[1]北京理工大学人文与社会科学学院,北京100081 [2]青岛大学师范学院,山东青岛266071 [3]北京理工大学马克思主义学院,北京100081 [4]山东财经大学工商管理学院,济南250014

出　　处：《心理学报》2023年第8期1301-1316,共16页Acta Psychologica Sinica

基　　金：国家社会科学基金重点项目(22AZD026);国家自然科学基金面上项目(72074024)。

摘　　要：采用实地问卷调查和纵向现场实验相结合的研究方法,从社会信息加工理论视角探讨了教师辩证反馈对大学生团队创造力的作用机制。结果发现:教师辩证反馈与团队创造力呈正相关关系;团队信息深加工中介了教师辩证反馈对团队创造力的影响;精熟氛围在教师辩证反馈与团队信息深加工关系间起正向调节作用,而绩效氛围在二者间起负向调节作用;教师辩证反馈能够通过团队信息深加工对团队创造力产生有条件的、正向的间接影响,当精熟氛围水平高、绩效氛围水平低时,教师辩证反馈对团队创造力的间接促进作用更为显著。研究从理论上提出教师辩证反馈并实证探索其对团队创造力的作用机制,从团队创新层面上丰富和深化了“教育与发展”这一经典理论范畴,并为促进大学生团队创造力发展提供了实践启示。Teacher dialectical feedback reflects teachers’dialectical thinking and accord with college students’development rules,which is of great significance to boost students’team creativity.Less attention,however,has been given to the influence of teacher dialectical feedback on team creativity.Therefore,we expect to examine the effect of teacher dialectical feedback on team creativity and explore the underlying mechanism.To test our hypotheses,we conducted a field survey and a longitudinal field experimental study.The results overall provided support for our theoretical model and showed that(1)teacher dialectical feedback was positively correlated with team creativity;(2)team information elaboration mediated the relationship between teacher dialectical feedback and team creativity;(3)the interaction between teacher dialectical feedback and mastery climate significantly predicted team information elaboration, such that the positive relationship between teacher dialectical feedback and team information elaboration was stronger when mastery climate was high rather than low;(4) performance climate also played a moderating role in the relationship between teacher dialectical feedback and team information elaboration, such that the positive relationship between teacher dialectical feedback and team information elaboration was weaker when mastery climate was high rather than low;(5) the indirect effect of teacher dialectical feedback on team creativity through team information elaboration was significantly moderated by mastery climate and performance climate, such that when mastery climate was higher and performance climate was lower, the positive indirect effect is stronger, and vice versa. Drawing upon these findings, our work offers multiple contributions. First, this research expands the existing feedback paradigm and theoretical category of “education and development” by examining the effect of teacher dialectical feedback on team creativity. Second, our study enriches the theory of creativity and broadens the

关 键 词：教师辩证反馈 团队创造力 团队信息深加工 精熟氛围 绩效氛围 

分 类 号：B849[哲学宗教—应用心理学] G44[哲学宗教—心理学]