Abstract

This study investigated the effect of achievement goals on creativity and the possible mediating effect of creative self-efficacy between achievement goals and creativity. In Study 1, three groups of senior high-school students (Age: 16–19 years; Male: 51.2%, Female: 46.3%) were each induced in either mastery, performance-approach, or performance-avoidance goal orientations before completing two creative tasks. Analysis of covariance revealed that both the mastery and performance-approach groups scored higher on the creative tasks than did the performance-avoidance group. In Study 2, senior high-school students (Age: 16–19 years; Male: 41.3%, Female: 58.7%) completed Goal Orientation Scales, the Creative Self-efficacy Scale, and the Williams Creativity Assessment Packet. Structural equation modelling revealed that both mastery goals and performance-approach goals positively predicted creativity through creative self-efficacy, and performance-avoidance goals directly positively predicted creativity. The results suggested that, in general, achievement goal was closely related to creativity, and creative self-efficacy mediated the relationships between achievement goals and creativity.

摘要

本研究调查了成就目标对创造力的影响以及成就自我和创造力之间的创造力自我效能的可能中介作用。在研究1中，三组高中生（年龄：16-19岁；男：51.2％，女：46.3％）在完成两个学习之前都分别以精通，表现方式或避免表现的目标定向创造性的任务。协方差分析表明，精通组和绩效评估组在创造任务上的得分均高于绩效回避组。在研究2中，高中生（年龄：16-19岁；男性：41.3％，女性：58.7％）完成了目标定向量表，创造力自我效能量表和Williams创造力评估数据包。结构方程模型表明，掌握目标和绩效目标都通过创造自我效能来积极预测创造力，而规避目标则直接对创造力进行正面预测。结果表明，总体而言，成就目标与创造力密切相关，创造力自我效能感介导了成就目标与创造力之间的关系。