Singapore High School Students Creativity Efficacy.docx
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SingaporeHighSchoolStudentsCreativityEfficacy
SingaporeHighSchoolStudents’CreativityEfficacy
[J]Newhorizonsineducation,2007,55(3):
96-106
Ai-GirlTan
NanyangTechnologicalUniversity
ValerieHo
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&Amabile,1998).
Toconceptualizefurthercreativityefficacy,weexplorethefeaturesoftheconstructself-efficacywhichispositivelyrelatedtointrinsicinterest(specific)(Bandura&Schunk,1981).Self-efficacyreferstoaperson’sbeliefinhis(her)capabilitytoexercisesomelevelofcontroloverhis(her)ownfunctioningandenvironmentaldemandswheres/heorganizesandexecutescoursesofactionrequiredtoattaindesiredresultsinaspecifictaskordomain(Bandura,1989,1997).Itisb