Singapore High School Students Creativity EfficacyWord文件下载.docx

Singapore High School Students Creativity EfficacyWord文件下载.docx

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NationalInstituteofEducation

Lim-ChyiYong

HillgroveSecondarySchool

Abstract

Background:

Singaporeeducationadoptednurturingcreativityanddevelopingcreativityefficacyamongtheirstudentsandchildren.ThisstudyinvestigatedSingaporehighschoolstudents’creativityefficacybasedonthecontemporarymodelofcreativity（Amabile,1983,1996）,selfefficacy（Bandura,1989,1997）andinclusioneducation.

Aims:

Creativityefficacyofhighschoolstudentswasmeasured.Fivescalesweredevelopedwithreferencetothecontextoflearningoftheparticipants:

creativityself-efficacy（cognitivestyle）,creativityself-efficacy（workingstyleandpersonalitytrait）,domain-specificefficacywithreferencetoeverydayproblemsolving,civicresponsibilityandinterculturalrelationship.

Sample:

Theparticipantswere510highschoolstudents（46.5%,girls）.Theagerangeofthestudentswasbetween12and18yearsold（M=15.43yearsoldandSD=.87yearsold）.

Method:

ThequestionnairesurveywasdistributedtotheparticipantswhoratedtheirresponsesonafivepointLikertscalewithanchors“1”“verymuchunlikeme”,“2”“unlikeme”,“3”“moderatelylikeme”,“4”“likeme”and“5”“verymuchlikeme”.

Results:

Alphareliabilitiesofallthescaleswerehigh,between.7and.9,indicatingthepresenceofinternalconsistency.Significantcorrelationswereobservedamongcreativityself-efficacy（workingstyleandpersonalitytrait）,creativityself-efficacy（cognitivestyle）,andeverydayproblemsolvingefficacy.Exploratoryfactoranalysisonthescalesyieldedonefactor,creativityefficacy,accountedfor54.1%ofvariance.Confirmatoryfactoranalysiswasperformedtoallsubscalesresultedinonefactormodel,withhighfitindexes（.98）andCronbach’salpha（.76）.

Conclusion:

Singaporeanhighschoolstudents’scoredmoderatelyhighforcreativityefficacy,80.5（thelowestbeing33,andthehighest,115）.Nosignificantgenderdifferencewasobserved.ImplicationsoftheresultsofthestudywerediscussedwithreferencetodevelopingefficaciesinthecontextofcreativityeducationinAsianandChinesesocieties.

Keywords:

Highschoolstudents,creativityefficacy,Singapore

新加坡高中生的創意自我效能感

摘要

背景：

本文報告新加坡高中生的對自己的創意自我效能感作出囘應。

研究主題依據结构創意理論（componentialmodelofcreativity，Amabile,1983,1996）,自我效能感概念（self-efficacy，Bandura,1989,1997）與全纳教育（inclusiveeducation）。

目的：

研究調查高中生的創意信念包括創意信念思維，創意人格，每日問題解缺,社會責任感與跨文化友誼.

調查對象：

510名新加坡高中生（46.5%女学生）.年齡是分別於十二與十八嵗之間（平均=15.43嵗，标准差=.87嵗）.

調查方法：

第二與第三作者分發問卷給調查對象。

調查對象用5级Likert量表囘應自己的創意自我效能感：

“1”為“與我很不相似“，“2““與我不相似“，“3”“與我少許相似“，“4”“與我相似“，“5”“與我很相似“.

調查結果：

調查測驗創意信念表問題内部一致性信度，可靠度高，CronbachAlpha系数为.7與.9之間.相关函数方法分析結果-創意自我效能思維表，創意人格自我效能感表，每日問題解決自我效能感表,社會責任自我效能感表與跨文化友誼自我效能感表之間有显著相關.探索性因素分析确定創意信念量表含有1个主要因子共解释总变异的54.1%，用验证性因素分析显示CFI分别为.9证明理论结构的合理性。

總結：

高中生的創意自我效能感偏高，平均,80.5（最低點33,和最高點,115）.沒有性別差比。

關鍵詞:

高中生,創意自我效能感,新加坡

Introduction

Aftermorethanhalfacenturyofdeliberateefforts（sinceGuilford,1950）,researchersinthefieldofcreativityhavereachedsomeconvergingviewsonconceptionsofcreativity,researchdirections,andtheoreticalframeworksofcreativeperformances.Creativityshallbeconceptualizedwithinthepersonandhis（her）socio-culturalmilieu（Csikszentmihalyi,1996;

Sternberg1999）.Widelyacceptedareconfluencetheoriesofcreativitysuchasthecomponentialtheoryofcreativity（Amabile,1983,1996）.Itisagreeablethatnoveltyandappropriatenessaretwoqualitiesofaproductoraresponsetoberegardedascreative（Amabile,1996）.Further,thecreativeproductorresponseshallpossesaheuristicnature,oranunclear,identifiablepathtosolution（Amabile,1983）.Ineducation,increasingattentionisgiventoensuringstudents’holisticdevelopmentandattainmentoffullfunctioning.Experientiallearningisencouragedthroughschoolandextra-curricularprograms.Studentsacquireskillsthatenablethemtogeneratenovelandappropriateideasandtosolveproblemsinsightfullyandmeaningfully（Goh,1997）.Itisaspiredtofacilitategrowththroughamongothersdevelopingconfidenceinstudentstoundertakereallife,challengingresponsibilities（TharmanShamuganatnam,2003）.

Theinclusiveparadigmofcreativityeducationcallsforengagementofeverychild,teacherorparentinperforming,expressing,aswellasgeneratingnovel,appropriateandheuristicideasandproducts.Italsoalertsusoftheindispensabilitytoprovidesupportsfortheaboveactivities.Commonlybelievedisthatinacreativitynurturingenvironment,developinguniqueandacceptableperformancesgoesbeyondaselectedfew（Amabile,1983;

Amabile,1996;

Simonton,1999a,b;

Sternberg&

Lubart,1999）.Furthermore,creativityhasmoralsignificanceandisindeedahumanvirtue（Martin,2006;

Runco&

Nemiro,2003）.

Weregardasimportant,inthecontextofinclusiveeducation,forteacherstohavetheopportunitiestorealizeeffortsofdevelopingconfidenceinandcompetenciesofstudentsandtoencouragestudentstotakepartincreativityfosteringactivities.InclusioneducationthoughlessdeliberateseemstobepartofAsianconceptionsofcreativity.Specifically,RudowiczandHui（1997）reportedtheaspectofsocialstyle（e.g.,contributingtosocietyprogress,improvementandbetterment）,afactorthatemergedfromtheChineseresponsesoncreativepersonality.Spacethatallowsinteractionor“flowofchi”seemstoencouragesharing,interactionandinnovation（Hong,Kwang&

Lin,2003）.Forthepastyears,theparticipantsofcreativityresearchexpandedfromthegiftedchildren（Chan,2000a,b;

Lau,Li&

Chu,2004）andteachers（Lee&

Seo,2006）tothemainstreamchildren（Lau&

Li,1996）.Theparadigmofcreativityseemstobeculturallyrelevant.Forinstance,theJapanesebrainstormingtechniques（e.g.,usingkeywords）forcreativeproblemsolvingenhancetheincrementalparadigmandrecognizeeveryperson’scontribution（Proctor,Tan&

Fuse,2004）.

Giventheabovebackgroundandaspiration,ourpaperaimstofirstreviewtheconstructofcreativityefficacyfromthecomponentialmodelofcreativity（Amabile,1983;

Amabile,1996）,andthendevelopscalesrelatedtocreativity-relevantanddomain-relevantefficacies.Briefly,creativityefficacyrefersto“thebeliefonehastheabilitytoproducecreativeoutcomes”（Tierney&

Farmer,2002,p.1138）.Toperformcreatively,apersonshallpossesscomponentswhichoperateatdifferentlevelsofspecificity:

Creativity-relevantskills（general）,domain-relevantskills（intermediate）andtaskmotivation（specific）.Thecomponentialtheoryinformsusthatthehigherthelevelofeachofthethreecomponents,themorecreativetheproductwillbe（Amabile,1983,1996）.

Asmentioned,thefirstcomponent,creativity-relevantskillsoperateonagenerallevel,wheretheyinfluenceresponsesinanycontentdomainanddeterminethenoveltyoftheresponse（Amabile,1996）:

Cognitivestyle（e.g.,suspendingjudgment,keepingoptionopenforaslongaspossibleandusing‘wide’categories）,knowledgeofheuristicstogeneratenovelideas,andaworkstyle（e.g.,anabilitytoconcentrateeffortandattentionforlongperiodsoftime,persistencewhenfacedwithdifficulty,andconducivetocreativeproductionandwillingnesstoworkhard）.Personalitytraitsthatcancontributetocreativity-relevantskillsincludehighlevelsofself-disciplinewhenitcomestowork,anabilitytodelaygratification,independenceofjudgment,perseverancewhenfacedwithfrustration,toleranceforambiguity,andahighlevelofself-initiated,task-orientedstrivingforexcellence（Amabile,1996）.Creativity-relevantprocessesmanifestinconceptidentification（e.g.,analogies,“ahas”andtransitions）,awidefocusongoalstatementsandutterancesirrelevanttothetask,strivingwhenfacingdifficultyandquestioninghowtodosomething.Thesearepositivepredictorsofperformance（Ruscio,Whitney&

Amabile,1998）.

Thesecondcomponent,domain-relevantskillsoperateonanintermediatelevelofspecificity,wheretheskillsarerelevanttoadomain.Theskillsmayberegardedasasetofcognitivepathwaysforsolvingaproblemorfordoingatask.Newresponsescanbesynthesizedfromasetofpossibleresponsesandthenewresponsemaybejudgedagainstdomain-relevantinformation,influencingtheappropriatenessorcorrectnessoftheresponse.Theskillscanbeusedinanyspecifictaskandmayoverlapwithothertasks,withinthedomain,whichincludesfactualknowledge,technicalskillsandspecialtalentsinaparticulardomain.Anincreaseindomain-relevantskillscanleadtoanincreaseincreativeperformance,onlyifthedomain-relevantinformationisorganizedappropriately（Amabile,1996）.Inthismanner,ampleexposuretoawidearrayofinformationwithinadomaincanenhancecreativity.Domain-relevantprocessesmanifestedasassuredness,characterizedbyhavinghighconfidenceandbeingfast-pacedarepositivepredictors;

whiledifficultyandexhibitionofuncertaintyarenegativepredictorsofperformance（Ruscio,Whitney&

Toconceptualizefurthercreativityefficacy,weexplorethefeaturesoftheconstructself-efficacywhichispositivelyrelatedtointrinsicinterest（specific）（Bandura&

Schunk,1981）.Self-efficacyreferstoaperson’sbeliefinhis（her）capabilitytoexercisesomelevelofcontroloverhis（her）ownfunctioningandenvironmentaldemandswheres/heorganizesandexecutescoursesofactionrequiredtoattaindesiredresultsinaspecifictaskordomain（Bandura,1989,1997）.Itisb