大学生信息素养对创造性倾向的影响:文理分科的调节作用
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摘要
目的:探索信息素养和创造性的关系以及文理分科的调节作用。方法:选择创造性倾向量表测量个体的创造性,采用信息素养问卷测量大学生的信息素养水平,运用相关和回归两种统计学方法分析变量之间的关系。结果:(1)相关分析显示,信息素养总分和各维度分(信息意识、信息能力、信息观念和信息伦理)分别与创造性倾向总分和各维度分(冒险性、好奇心、挑战性、想象力)显著正相关(r=0.22～0.59,P<0.01);(2)调节效应分析显示,文理分科部分调节信息能力、信息观念和信息伦理与创造性倾向之间的关系,在理科生中,信息能力对创造性倾向的效应大小为15.49(t=9.16,P=0.001),而在文科生中,信息能力对创造性倾向的效应大小为9.39(t=5.94,P=0.001)。结论:信息素养正向影响创造性,这种影响受到文理分科的调节。
Objective:To explore the moderating effect of the professional type on the relationship between information literacy and creativity.Methods:The creativity and information literacy were measured by Williams creative aptitude test(WCAT)and College Students' Information Literacy Questionnaire(CSILQ)respectively.Results:(1)Correlation analysis showed that the score of CSILQ and subscales(Information Consciousness,Information Capacity,Information perception and information Ethic)were significantly positive correlated with the score of WCAT and subscales(willing to take risks,curiosity,imagination,autonomy)(r=0.22～0.59,P<0.01).(2)The moderating effect analysis showed that the professional type moderated the relationship between information capacity,information perception and information ethic and creativity.Conclusion:Information literacy contributed to the performance of creativity.The strength of the relationship between information literacy and creativity depended on the professional type of college student.
Objective:To explore the moderating effect of the professional type on the relationship between information literacy and creativity.Methods:The creativity and information literacy were measured by Williams creative aptitude test(WCAT)and College Students' Information Literacy Questionnaire(CSILQ)respectively.Results:(1)Correlation analysis showed that the score of CSILQ and subscales(Information Consciousness,Information Capacity,Information perception and information Ethic)were significantly positive correlated with the score of WCAT and subscales(willing to take risks,curiosity,imagination,autonomy)(r=0.22～0.59,P<0.01).(2)The moderating effect analysis showed that the professional type moderated the relationship between information capacity,information perception and information ethic and creativity.Conclusion:Information literacy contributed to the performance of creativity.The strength of the relationship between information literacy and creativity depended on the professional type of college student.
引文
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[28]张丽娇,曹佳佳,曾天德.高校大学生创造性思维调查研究[J].中国健康心理学杂志,2012,20(9):1419-1421
[29]周浩,龙立荣.共同方法偏差的统计检验与控制方法[J].心理科学进展,2004,12(6):942-950
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[36]唐殿强,吴淼.高中生认知方式与创造力关系研究[J].教育理论与实践,2002,22(12):35-38
[37]宋广文,崔吉芳.范畴三段论推理的表征与影响因素研究[J].心理科学,2008,31(3):532-535+552
[2]Finke R A,Slayton K.Explorations of creative visual synthesis in mental imagery[J].Mem Cognit,1988,16(3):252-257
[3]Bink M L,Marsh R L.Cognitive regularities in creative activity[J].Rev Gen Psychol,2000,4(1):59-78
[4]张庆林,邱江,曹贵康.顿悟认知机制的研究述评与理论构想[J].心理科学,2004,27(6):1435-1437
[5]张庆林,朱海雪,邱江,等.顿悟的原型启发机制的研究[J].宁波大学学报(教育科学版),2011,33(1):45-49
[6]赵庆柏,李松清,陈石,等.创造性问题解决的动态神经加工模式[J].心理科学进展,2015,33(3):375-384
[7]Endry Boeriswati.The Implementing Model of Empowering Eight for Information Literacy[J].美中教育评论,2012,12(7):650-661
[8]张长海.基于批判性思维和创造力的我国大学生信息素养教育模式研究[J].中国图书馆学报,2016,42(4):102-116
[9]Branch J L,Solowan D G.Inquiry-based learning:The key to student success[J].School Libraries in Canada,2003
[10]Sternberg R J,Lubart T I.The concept of creativity:Prospects and paradigms.Handbook of Creativity[M].London:Cambridge University Press,1999
[11]Anderson T D.Beyond eureka moments:Supporting the invisible work of creativity and innovation[J].Information Research,2011,16(1):95-116
[12]刘春晖.大学生信息素养与创造性问题提出能力的关系---批判性思维倾向的调节效应[J].北京师范大学学报(社会科学版),2015,60(1):55-61
[13]张伶,聂婷,高伯任.组织学习环境下员工信息素养对创造力的影响---知识分享行为的调节作用[J].科学学与科学技术管理,2016,37(12):101-110
[14]崔惠斌.信息素养对大学生创新创业能力的影响[J].中国高校科技,2017,27(3):86-89
[15]郭宇,赵树宽.媒介信息素养对知识创新意愿影响的实证研究[J].图书情报工作,2017,61(17):108-115
[16]罗晓路.大学生创造力特点的研究[J].心理科学,2006,29(1):168-172
[17]周治金,杨文娇,赵晓川.大学生创造力特征的调查与分析[J].高等教育研究,2006,27(5):78-82
[18]李艾丽莎,张庆林.研究生创造性动机的研究[J].心理科学,2006,29(4):857-860
[19]吕金梅,陈锴.大学生创造力现状调查与分析[J].重庆电子工程职业学院学报,2013,22(1):68-71
[20]江婕,卢晓勇,李建民.大学生信息素养能力评价的实证研究[J].教育学术月刊,2015,32(10):79-86
[21]张晓阳,焦海霞,左健民.研究生学术信息素养结构的调查分析与协调性评价[J].情报杂志,2013,32(5):190-194+189
[22]张香敏.高师院校在校大学生信息素养的调查研究[J].煤炭高等教育,2012,30(4):106-109
[23]舒燕.研究生信息素养现状调查研究[D].苏州:苏州大学,2009
[24]高岩.高校学生信息素养培养研究[D].哈尔滨:黑龙江大学,2014
[25]Williams F E.Models for encouraging creativity in the classroom by integrating cognitive-affective behaviors[J].Educational Technology,1969,9(12):7-13
[26]林幸台,王木荣.威廉斯創造力測驗[M].台北:心理出版社,1994
[27]Li W,Xueting L,Huang L,et al.Brain structure links trait creativity to openness to experience[J].Soc Cogn Affect Neur,2015,10(2):191-198.
[28]张丽娇,曹佳佳,曾天德.高校大学生创造性思维调查研究[J].中国健康心理学杂志,2012,20(9):1419-1421
[29]周浩,龙立荣.共同方法偏差的统计检验与控制方法[J].心理科学进展,2004,12(6):942-950
[30]Podsakoff P M,Mackenzie S B,Lee J-Y,et al.Common method biases in behavioral research:A critical review of the literature and recommended remedies[J].J Appl Psychol,2003,88(5):879-903
[31]Hayes A F.Introduction to mediation,moderation,and conditional process analysis:A regression-based approach[M].New York,N Y,US:Guilford Press,2013:xvii,507
[32]Sternberg R J.Beyond IQ:Triarchic theory of human intellgence[M].New York:Cambridge University Press,1985
[33]Norris S P,Ennis R H.Evaluating critical thinking[M].California:Midwest Publication,1989
[34]Mayer R E.Thinking,problem solving,cognition[M].New York:Freeman,1996
[35]胡卫平,刘少静,贾小娟.中学生信息加工速度与科学创造力、智力的关系[J].心理科学,2010,33(6):1417-1421
[36]唐殿强,吴淼.高中生认知方式与创造力关系研究[J].教育理论与实践,2002,22(12):35-38
[37]宋广文,崔吉芳.范畴三段论推理的表征与影响因素研究[J].心理科学,2008,31(3):532-535+552