中小学生创造思维的发展特点及影响因素研究
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摘要
创造力无论是对于整个社会的进步，还是对于个体的全面发展都具有重要意义，而中小学生创造力的发展特点以及影响因素一直以来都是该领域最活跃的，也是备受关注的问题。本论文选取3~11年级1984名学生，采用三种创造思维任务考察创造思维的发展特点与影响因素，及其中可能存在的阶段特异性、性别差异与任务特异性。
创造力是产生特定的社会文化所接受的新颖且适用的产品的能力。论文采取创造力的汇合取向，以创造力发展的生态系统模型以及自我决定论为理论框架，考察中小学生创造思维的发展特点及影响因素。本论文实证研究包括一个预备研究和两个正式研究，通过预备研究检验了研究所使用工具的测量学特征；研究1主要考察中小学生创造思维的发展特点及性别差异；研究2考察中小学生创造思维与父母教养行为、学校气氛、个体因素的关系，构建了各预测变量与中小学生创造思维关系的结构模型。并基于阶段-环境匹配理论的观点考察创造思维影响机制可能存在的阶段特异性和性别差异。最后，考察了中小学生创造力发展特点及影响机制方面的任务特异性，为创造力的领域特殊/一般性问题的认识提供新的证据。
本论文的研究数据来自中小学生创造力发展的影响因素及机制的课题（2012年）数据库。在预备研究中，对论文使用的工具进行了质量分析。研究1以3到11年级（其中9年级学生由于中考原因没有参加施测）的1984名学生（其中男生1038人，女生946人）为研究对象，进行图形、言语和真实问题解决三种任务的创造思维测验，以分析创造思维发展的特点和趋势。研究2以4到11年级（不包括9年级）1795名学生（其中男生957人，女生848人）为被试，进行了创造思维、父母教养行为、学校气氛、动机调节方式及创造自我效能测量，以分析环境与个体因素影响创造思维的机制。
本论文采用SPSS13.0和LISREL8.70对数据进行管理和统计分析。
主要研究结果如下：
1.研究工具的质量分析
对创造思维问卷进行的信效度分析发现，问卷具有较高的内部一致性信度和评分者信度；较好的聚合和区分效度；以教师评价创造力和父母评价创造力为效标，发现该问卷具有一定的效标效度；验证性因素分析发现，问卷具有良好的结构效度。因此，论文使用的学生创造思维问卷具有良好的测量学特征。
论文使用的其他工具均结构效度良好、信度较高，具有良好的测量学特征。
2.中小学生创造思维的发展特点
本论文从发展趋势及性别差异两个方面来考察创造思维的发展特点。
（1）创造思维发展总体呈现随年龄增长而增长的趋势。具体表现为：3年级最低，4年级出现第一次飞跃，之后创造思维发展平缓，直到7年级出现创造思维的第二个飞跃，并在8年级达到高峰，之后稳定并于11年级下降到与7年级相当的水平。各任务创造思维发展趋势与总分基本一致，又存在细微差别。
（2）创造思维在总体上不存在显著性别差异；在各任务上，8年级和11年级在图形和和言语任务上出现了性别差异，表现为女高男低，在真实问题解决任务上不存在性别差异。
3.中小学生创造思维的影响因素及其机制
创造力的汇合取向强调个体因素和环境因素在解释创造力的个体差异时的重要性。创造力发展的生态系统模型则认为创造力是微系统（个体特质）、中系统（家庭及学校经验）和外系统（个体工作的组织环境）三个系统相互作用的结果。自我决定论提出外在环境所传达的信息影响个体动机状态进而影响行为结果。基于以上取向及理论，鉴于中小学生成长的生态环境主要是由家庭和学校组成的中系统，本论文构建了环境因素父母教养行为、学校气氛通过个体因素自主性动机、创造自我效能影响创造思维的结构模型，并考察创造思维影响机制可能存在的阶段特异性、性别差异以及任务特异性。本论文有以下主要发现：
（1）中小学生创造思维影响机制的阶段一般性
第一，自主性动机显著正向预测创造思维，创造自我效能在自主性动机对创造思维的预测中起部分中介作用；控制性动机与创造思维相关不显著。
第二，综合变量中心和个体中心两种分析方法，父母自主支持和行为控制均有利于学生创造思维，心理控制不利于创造思维。父母给予高自主支持、高行为控制、低心理控制时，学生创造思维得分最高。
第三，学校气氛显著正向预测创造思维，自主性动机和创造自我效能在学校气氛与创造思维的关系中起中介作用。
第四，父母自主支持、行为控制和学校气氛通过个体的自主性动机、创造自我效能正向预测创造思维。
（2）创造思维影响机制的阶段特异性
第一，各阶段创造思维的影响因素有差异，小学和高中阶段的创造思维受父母自主支持、行为控制和学校气氛的共同影响，而初中生创造思维受父母行为控制和学校气氛的共同影响，父母自主支持对初中生的创造思维预测作用不显著。
第二，各环境因素在各阶段创造思维的相对重要性存在差异。从性质上看，小学和初中都是支持性的环境对创造思维的预测作用更大，而高中阶段则是行为控制的预测作用更大；从来源上看，小学和高中阶段父母的教养行为更重要，初中时学校支持性环境更重要。
（3）创造思维的影响机制在初中出现了性别差异，父母行为控制、学校气氛通过个体因素的中介促进初中女生创造思维，但环境因素对初中男生创造思维的预测作用不显著。
（4）创造思维的影响机制具有跨任务一致性，即创造思维的影响因素在图形、言语和真实问题解决等三项任务上具有基本相同的作用机制。
以上结果较为详尽地刻画了创造思维从小学3年级到高中阶段的发展趋势及呈现出来的发展形态，并证实了创造力的生态系统理论对解释学生创造思维个体差异的重要性，发现创造思维影响因素及机制的阶段特异性、性别差异和跨任务一致性。本论文具有创新意义的发现主要有以下四点：第一，本论文以大的年龄跨度的样本为被试，采用多种任务考察创造思维发展特点，有力地说明4年级不是低谷而是飞跃。并在一个近11年的时间跨度上刻画出创造思维的发展形态：总体来说随年龄增长而上升，其间有飞跃、有高峰、也有平缓期；第二，家庭和学校环境作为中系统的重要组成部分，它们是通过个体因素这一微系统影响个体创造思维的。这一结果有力地支持了创造力的生态系统理论和自我决定论。同时本论文也发现了与自我决定论不一致的、反映文化差异的结果：父母的行为控制对创造思维的积极预测作用远大于父母自主支持。这一发现具有重要的教育启示意义，创造思维的培养不仅不反对，更重要地是需要行为规范，为儿童青少年提供必要指导和清晰规范的父母行为控制是培养个体创造思维的最有效的一种方式和途径；第三，本论文发现各阶段除了具有一般适用的机制外，也具有独特的影响机制。在初中阶段还出现了影响因素及机制上的性别差异。这些发现支持阶段-环境匹配理论的观点，启示父母和学校在为个体提供促进创造思维的环境的时候，要考虑个体所处的阶段及性别因素；第四，论文发现创造思维各任务在发展特点上出现细微差别，但在影响因素及机制上具有跨任务一致性，以实证的方式说明创造力既有一般性又有特殊性，是两种成分的结合与统一，从而为创造力的领域特殊/一般性提供了新的证据。
Creativity has been described as the most important economic resource and a corecompetence required for students to survive in the future (Florida,2002; Shalley, Zhou,&Oldham,2004). And researchers have been devoting their attention to the developmentaltrends and the influencing factors of creativity. This dissertation was to investigate thedevelopmental trends and the mechanism on the three tasks, and to explore possibletask-specific findings on developmental trends and influencing factors. And the secondpurpose was to examine potential stage-specific and gender differences in the mechanism.
According to the concept proposed by the confluence approach, creativity dependson cognitive, conative, and environmental factors that combine interactively (Amabile,1983,1996; Lubart,1999; Sternberg&Lubart,1995). Based on the confluence approach,the ecological systems model of creativity development by Yeh (2004) andself-determination theory, this thesis was to explore the mechanism of creative thinking.This dissertation contained a pilot study and two studies. The pilot study was to insureacceptable or excellent psychometric properties of the questionnaires employed in thisdissertation. Study1was designed to investigate the developmental trends of students’creative thinking, and to find out the possible pattern or shape underlying the trends.Another purpose of Study1was to examine whether there was gender difference on thedevelopmental level. Study2was designed to examine the relationship among students’creative thinking and parental parenting behaviors, school climate and their autonomousmotivation and creative self-efficacy. Besides, Study2was conducted to examinewhether the overall mechanism apply to different stages, boys and girls, and differenttasks. And through the two studies above, we endeavored to provide empirical evidencefor the domain generality or specificity of creativity.
Data used in this dissertation was from the database of a longitudinal researchproject. In the pilot study, a series of analyses were conducted to provide reliability andvalidity evidence for the questionnaires used in our research. Study1comprises studentsfrom Grade3to11(for reason of senior high school entrance examination, students of Grade9were not included),1038boys and946girls. They completed Figure, Use andRealistic creative problem solving tasks. Study2comprises students from Grade4to11(Grade9was not included),957boys and848girls. Besides three kind of tasks, studentscompleted series of parenting: parental psychological autonomy support, parentalbehavioral control and parental psychological control and perceived school climate,academic self-regulation questionnaire, and creative self-efficacy questionnaire.SPSS13.0and LISREL8.70were employed to analyze the data. The results were asfollows:
1. rCAB tasks used in this dissertation had good internal reliability and excellentinterrater reliability, good convergent and discriminant validity, certain criterion validity,and excellent construct validity. Other measures also had excellent reliability andvalidity.
2. The developmental characteristics of primary and middle school students’ creativethinking
(1) Overall, there was an increase of creative thinking with age/grade. Of all thegrades, Grade3scored the lowest. There was a leap in Grade4followed by a gentleperiod until Grade6. There was a second leap in Grade7and a peak in Grade8. Thenthere was a flat fading from then on until Grade11. Nevertheless, senior high schoolstudents scored higher than those primary school students. The three tasks had basicallythe same developmental trends as the total score, and meanwhile there were nuanceddifference.
(2) As for gender difference, there was no gender difference in the total score. InGrade8and11, girls excelled boys significantly on Figure and Use tasks. There was nogender difference on Realistic creative problem solving.
3. The relationship between creative thinking and the influencing factors
The confluence approach of creativity gives serious consideration to both individualand environmental factors in explaining creativity. The ecological systems model ofcreativity development confirmed that the first3ecological systems—namely themicrosystem, the mesosystem, and the exosystem—dynamically and interactivelyinfluence creativity. Self-determination theory proposed that autonomy support vs.control influence an individual’s motivation and thus influence behavioral outcomes. Based on the theories above, and given the fact that family and school experience makeup the mesosystem for primary and middle school students, this study was designed tobuild up the model comprised of parenting, school climate, autonomous motivation,creative self-efficacy and creative thinking. Besides, the dissertation was to examine thestage-specific, gender-specific and task-specific mechanism. The overall results were asfollows:
(1) Stage-general mechanism of creative thinking
First, creative self-efficacy partially mediated the relationship between autonomousmotivation and creative thinking. Controlled motivation was not related to creativethinking.
Second, a thorough analysis of the variable-centered approach and person-centeredapproach revealed that parental autonomy support and behavioral control contributed tocreative thinking, and psychological control was nagatively related to creative thinking.
Third, school climate predicted higher creative thinking, and autonomous motivationand creative self-efficacy acted as mediators between the relationships.
Fourth, parental autonomy support, behavioral control, and school climate predictedcreative thinking through the mediating role of autonomous motivation and creativeself-efficacy.
(2) Stage-specific mechanism of creative thinking
First, the influencing factors for different stages varied. For primary and senior highschool students, parental autonomy support, behavioral control and school climate jointlypredicted creative thinking, while for junior high school students, parental behavioralcontrol and school climate were the effective predictors.
Second, the relative importance of the influencing factors varied according to thestage. From the point of nature of the predictors, supportive environment was moreimportant for primary and junior high school students, behavioral control was the salientpredictor for senior high school students. From the point of source, parents were moreimportant for primary students, and school climate was more important for junior highschool students.
(3) There was gender difference in the mechanism. Parental behavioral control,school climate contributed to junior girls’ creative thinking through individual factors. But environmental factors could not predict junior boys’ creative thinking.
(4) The relations among parenting, school climate, individual factors and creativethinking were the same among the three tasks and were basically the same as the relationsfor the overall creative thinking.
The findings above described the developmental trends and pattern of creativethinking from Grade3to11. Furthermore, the findings confirmed that the ecologicalsystems model of creativity could powerfully explained individual differences instudents’ creative thinking. The dissertation advanced the literature mainly in four aspects.First of all, with a wide range of grades and quite a big sample, employing three kinds oftasks, this dissertation powerfully demonstrated that there was not a “fourth grade slump”,rather Grade4was a leap. And overall, creative thinking increased with age, with leaps,peaks and steady phases. Second, consistent with the theories mentioned above, parentingbehaviors and school climate had effects on creative thinking through the mediating rolesof individual factors. And meanwhile, there were findings that were not consistent withself-determination theory and those reflecting a culturally dissimilar perspective. To bespecific, among the three parenting behaviors, parental behavioral control was the mostsalient positive predictor of creative thinking. So, in order to nurture children’s creativethinking, parental behavioral control that comprised of necessary guidance and clear rules,was the most effective way. In other words, necessary guidance from parents and clearrules contributed to creative thinking. Third, besides the general mechanism mentionedabove, there was stage-specific mechanism. And what’s more, there was genderdifference in mechanism for junior high school students. These findings were consistentwith stage-environment fit theory, and to provide developmentally appropriateenvironment, one should take into account the factors such as the stage and gender.Fourth, while there was a nuanced difference in developmental trends for three tasks, themechanism was the same. These findings provided evidence that creativity was to somedegree domain specific and to some degree domain general.
创造力是产生特定的社会文化所接受的新颖且适用的产品的能力。论文采取创造力的汇合取向，以创造力发展的生态系统模型以及自我决定论为理论框架，考察中小学生创造思维的发展特点及影响因素。本论文实证研究包括一个预备研究和两个正式研究，通过预备研究检验了研究所使用工具的测量学特征；研究1主要考察中小学生创造思维的发展特点及性别差异；研究2考察中小学生创造思维与父母教养行为、学校气氛、个体因素的关系，构建了各预测变量与中小学生创造思维关系的结构模型。并基于阶段-环境匹配理论的观点考察创造思维影响机制可能存在的阶段特异性和性别差异。最后，考察了中小学生创造力发展特点及影响机制方面的任务特异性，为创造力的领域特殊/一般性问题的认识提供新的证据。
本论文的研究数据来自中小学生创造力发展的影响因素及机制的课题（2012年）数据库。在预备研究中，对论文使用的工具进行了质量分析。研究1以3到11年级（其中9年级学生由于中考原因没有参加施测）的1984名学生（其中男生1038人，女生946人）为研究对象，进行图形、言语和真实问题解决三种任务的创造思维测验，以分析创造思维发展的特点和趋势。研究2以4到11年级（不包括9年级）1795名学生（其中男生957人，女生848人）为被试，进行了创造思维、父母教养行为、学校气氛、动机调节方式及创造自我效能测量，以分析环境与个体因素影响创造思维的机制。
本论文采用SPSS13.0和LISREL8.70对数据进行管理和统计分析。
主要研究结果如下：
1.研究工具的质量分析
对创造思维问卷进行的信效度分析发现，问卷具有较高的内部一致性信度和评分者信度；较好的聚合和区分效度；以教师评价创造力和父母评价创造力为效标，发现该问卷具有一定的效标效度；验证性因素分析发现，问卷具有良好的结构效度。因此，论文使用的学生创造思维问卷具有良好的测量学特征。
论文使用的其他工具均结构效度良好、信度较高，具有良好的测量学特征。
2.中小学生创造思维的发展特点
本论文从发展趋势及性别差异两个方面来考察创造思维的发展特点。
（1）创造思维发展总体呈现随年龄增长而增长的趋势。具体表现为：3年级最低，4年级出现第一次飞跃，之后创造思维发展平缓，直到7年级出现创造思维的第二个飞跃，并在8年级达到高峰，之后稳定并于11年级下降到与7年级相当的水平。各任务创造思维发展趋势与总分基本一致，又存在细微差别。
（2）创造思维在总体上不存在显著性别差异；在各任务上，8年级和11年级在图形和和言语任务上出现了性别差异，表现为女高男低，在真实问题解决任务上不存在性别差异。
3.中小学生创造思维的影响因素及其机制
创造力的汇合取向强调个体因素和环境因素在解释创造力的个体差异时的重要性。创造力发展的生态系统模型则认为创造力是微系统（个体特质）、中系统（家庭及学校经验）和外系统（个体工作的组织环境）三个系统相互作用的结果。自我决定论提出外在环境所传达的信息影响个体动机状态进而影响行为结果。基于以上取向及理论，鉴于中小学生成长的生态环境主要是由家庭和学校组成的中系统，本论文构建了环境因素父母教养行为、学校气氛通过个体因素自主性动机、创造自我效能影响创造思维的结构模型，并考察创造思维影响机制可能存在的阶段特异性、性别差异以及任务特异性。本论文有以下主要发现：
（1）中小学生创造思维影响机制的阶段一般性
第一，自主性动机显著正向预测创造思维，创造自我效能在自主性动机对创造思维的预测中起部分中介作用；控制性动机与创造思维相关不显著。
第二，综合变量中心和个体中心两种分析方法，父母自主支持和行为控制均有利于学生创造思维，心理控制不利于创造思维。父母给予高自主支持、高行为控制、低心理控制时，学生创造思维得分最高。
第三，学校气氛显著正向预测创造思维，自主性动机和创造自我效能在学校气氛与创造思维的关系中起中介作用。
第四，父母自主支持、行为控制和学校气氛通过个体的自主性动机、创造自我效能正向预测创造思维。
（2）创造思维影响机制的阶段特异性
第一，各阶段创造思维的影响因素有差异，小学和高中阶段的创造思维受父母自主支持、行为控制和学校气氛的共同影响，而初中生创造思维受父母行为控制和学校气氛的共同影响，父母自主支持对初中生的创造思维预测作用不显著。
第二，各环境因素在各阶段创造思维的相对重要性存在差异。从性质上看，小学和初中都是支持性的环境对创造思维的预测作用更大，而高中阶段则是行为控制的预测作用更大；从来源上看，小学和高中阶段父母的教养行为更重要，初中时学校支持性环境更重要。
（3）创造思维的影响机制在初中出现了性别差异，父母行为控制、学校气氛通过个体因素的中介促进初中女生创造思维，但环境因素对初中男生创造思维的预测作用不显著。
（4）创造思维的影响机制具有跨任务一致性，即创造思维的影响因素在图形、言语和真实问题解决等三项任务上具有基本相同的作用机制。
以上结果较为详尽地刻画了创造思维从小学3年级到高中阶段的发展趋势及呈现出来的发展形态，并证实了创造力的生态系统理论对解释学生创造思维个体差异的重要性，发现创造思维影响因素及机制的阶段特异性、性别差异和跨任务一致性。本论文具有创新意义的发现主要有以下四点：第一，本论文以大的年龄跨度的样本为被试，采用多种任务考察创造思维发展特点，有力地说明4年级不是低谷而是飞跃。并在一个近11年的时间跨度上刻画出创造思维的发展形态：总体来说随年龄增长而上升，其间有飞跃、有高峰、也有平缓期；第二，家庭和学校环境作为中系统的重要组成部分，它们是通过个体因素这一微系统影响个体创造思维的。这一结果有力地支持了创造力的生态系统理论和自我决定论。同时本论文也发现了与自我决定论不一致的、反映文化差异的结果：父母的行为控制对创造思维的积极预测作用远大于父母自主支持。这一发现具有重要的教育启示意义，创造思维的培养不仅不反对，更重要地是需要行为规范，为儿童青少年提供必要指导和清晰规范的父母行为控制是培养个体创造思维的最有效的一种方式和途径；第三，本论文发现各阶段除了具有一般适用的机制外，也具有独特的影响机制。在初中阶段还出现了影响因素及机制上的性别差异。这些发现支持阶段-环境匹配理论的观点，启示父母和学校在为个体提供促进创造思维的环境的时候，要考虑个体所处的阶段及性别因素；第四，论文发现创造思维各任务在发展特点上出现细微差别，但在影响因素及机制上具有跨任务一致性，以实证的方式说明创造力既有一般性又有特殊性，是两种成分的结合与统一，从而为创造力的领域特殊/一般性提供了新的证据。
Creativity has been described as the most important economic resource and a corecompetence required for students to survive in the future (Florida,2002; Shalley, Zhou,&Oldham,2004). And researchers have been devoting their attention to the developmentaltrends and the influencing factors of creativity. This dissertation was to investigate thedevelopmental trends and the mechanism on the three tasks, and to explore possibletask-specific findings on developmental trends and influencing factors. And the secondpurpose was to examine potential stage-specific and gender differences in the mechanism.
According to the concept proposed by the confluence approach, creativity dependson cognitive, conative, and environmental factors that combine interactively (Amabile,1983,1996; Lubart,1999; Sternberg&Lubart,1995). Based on the confluence approach,the ecological systems model of creativity development by Yeh (2004) andself-determination theory, this thesis was to explore the mechanism of creative thinking.This dissertation contained a pilot study and two studies. The pilot study was to insureacceptable or excellent psychometric properties of the questionnaires employed in thisdissertation. Study1was designed to investigate the developmental trends of students’creative thinking, and to find out the possible pattern or shape underlying the trends.Another purpose of Study1was to examine whether there was gender difference on thedevelopmental level. Study2was designed to examine the relationship among students’creative thinking and parental parenting behaviors, school climate and their autonomousmotivation and creative self-efficacy. Besides, Study2was conducted to examinewhether the overall mechanism apply to different stages, boys and girls, and differenttasks. And through the two studies above, we endeavored to provide empirical evidencefor the domain generality or specificity of creativity.
Data used in this dissertation was from the database of a longitudinal researchproject. In the pilot study, a series of analyses were conducted to provide reliability andvalidity evidence for the questionnaires used in our research. Study1comprises studentsfrom Grade3to11(for reason of senior high school entrance examination, students of Grade9were not included),1038boys and946girls. They completed Figure, Use andRealistic creative problem solving tasks. Study2comprises students from Grade4to11(Grade9was not included),957boys and848girls. Besides three kind of tasks, studentscompleted series of parenting: parental psychological autonomy support, parentalbehavioral control and parental psychological control and perceived school climate,academic self-regulation questionnaire, and creative self-efficacy questionnaire.SPSS13.0and LISREL8.70were employed to analyze the data. The results were asfollows:
1. rCAB tasks used in this dissertation had good internal reliability and excellentinterrater reliability, good convergent and discriminant validity, certain criterion validity,and excellent construct validity. Other measures also had excellent reliability andvalidity.
2. The developmental characteristics of primary and middle school students’ creativethinking
(1) Overall, there was an increase of creative thinking with age/grade. Of all thegrades, Grade3scored the lowest. There was a leap in Grade4followed by a gentleperiod until Grade6. There was a second leap in Grade7and a peak in Grade8. Thenthere was a flat fading from then on until Grade11. Nevertheless, senior high schoolstudents scored higher than those primary school students. The three tasks had basicallythe same developmental trends as the total score, and meanwhile there were nuanceddifference.
(2) As for gender difference, there was no gender difference in the total score. InGrade8and11, girls excelled boys significantly on Figure and Use tasks. There was nogender difference on Realistic creative problem solving.
3. The relationship between creative thinking and the influencing factors
The confluence approach of creativity gives serious consideration to both individualand environmental factors in explaining creativity. The ecological systems model ofcreativity development confirmed that the first3ecological systems—namely themicrosystem, the mesosystem, and the exosystem—dynamically and interactivelyinfluence creativity. Self-determination theory proposed that autonomy support vs.control influence an individual’s motivation and thus influence behavioral outcomes. Based on the theories above, and given the fact that family and school experience makeup the mesosystem for primary and middle school students, this study was designed tobuild up the model comprised of parenting, school climate, autonomous motivation,creative self-efficacy and creative thinking. Besides, the dissertation was to examine thestage-specific, gender-specific and task-specific mechanism. The overall results were asfollows:
(1) Stage-general mechanism of creative thinking
First, creative self-efficacy partially mediated the relationship between autonomousmotivation and creative thinking. Controlled motivation was not related to creativethinking.
Second, a thorough analysis of the variable-centered approach and person-centeredapproach revealed that parental autonomy support and behavioral control contributed tocreative thinking, and psychological control was nagatively related to creative thinking.
Third, school climate predicted higher creative thinking, and autonomous motivationand creative self-efficacy acted as mediators between the relationships.
Fourth, parental autonomy support, behavioral control, and school climate predictedcreative thinking through the mediating role of autonomous motivation and creativeself-efficacy.
(2) Stage-specific mechanism of creative thinking
First, the influencing factors for different stages varied. For primary and senior highschool students, parental autonomy support, behavioral control and school climate jointlypredicted creative thinking, while for junior high school students, parental behavioralcontrol and school climate were the effective predictors.
Second, the relative importance of the influencing factors varied according to thestage. From the point of nature of the predictors, supportive environment was moreimportant for primary and junior high school students, behavioral control was the salientpredictor for senior high school students. From the point of source, parents were moreimportant for primary students, and school climate was more important for junior highschool students.
(3) There was gender difference in the mechanism. Parental behavioral control,school climate contributed to junior girls’ creative thinking through individual factors. But environmental factors could not predict junior boys’ creative thinking.
(4) The relations among parenting, school climate, individual factors and creativethinking were the same among the three tasks and were basically the same as the relationsfor the overall creative thinking.
The findings above described the developmental trends and pattern of creativethinking from Grade3to11. Furthermore, the findings confirmed that the ecologicalsystems model of creativity could powerfully explained individual differences instudents’ creative thinking. The dissertation advanced the literature mainly in four aspects.First of all, with a wide range of grades and quite a big sample, employing three kinds oftasks, this dissertation powerfully demonstrated that there was not a “fourth grade slump”,rather Grade4was a leap. And overall, creative thinking increased with age, with leaps,peaks and steady phases. Second, consistent with the theories mentioned above, parentingbehaviors and school climate had effects on creative thinking through the mediating rolesof individual factors. And meanwhile, there were findings that were not consistent withself-determination theory and those reflecting a culturally dissimilar perspective. To bespecific, among the three parenting behaviors, parental behavioral control was the mostsalient positive predictor of creative thinking. So, in order to nurture children’s creativethinking, parental behavioral control that comprised of necessary guidance and clear rules,was the most effective way. In other words, necessary guidance from parents and clearrules contributed to creative thinking. Third, besides the general mechanism mentionedabove, there was stage-specific mechanism. And what’s more, there was genderdifference in mechanism for junior high school students. These findings were consistentwith stage-environment fit theory, and to provide developmentally appropriateenvironment, one should take into account the factors such as the stage and gender.Fourth, while there was a nuanced difference in developmental trends for three tasks, themechanism was the same. These findings provided evidence that creativity was to somedegree domain specific and to some degree domain general.
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