Two studies investigated the effects of cognitive and school environmental factors on adolescents' creative performance. The first study tested the effects of expected evaluation and cognitive style on creativity among 89 high school students. The second study tested the effects of evaluation type and cognitive style on creativity among 92 high school students. Study 1 found main effects of expected evaluation and cognitive style on creativity. The interaction between expected evaluation and cognitive style was statistically significant. Under an experimental condition of expected evaluation, field‐dependent adolescents performed more creatively (i.e., higher originality) than those without expected evaluation. Study 2 uncovered main effects of expected evaluation type and cognitive style on creativity but no interactions between expected evaluation type and cognitive style. Adolescents performed better on the dimension of flexibility in a controlling evaluation condition, compared with adolescents in informational evaluation condition, and field‐independent adolescents showed more fluency and originality than field‐dependent adolescents. Together, this research provides a better understanding of the effects of expected evaluation and cognitive style on adolescents' creative performance. Implications for further research are discussed.

中文翻译：

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认知方式是否会适中预期的评估和青少年的创造性表现：一项实证研究

两项研究调查了认知和学校环境因素对青少年创造力的影响。第一项研究测试了89名高中生的预期评估和认知方式对创造力的影响。第二项研究测试了评估类型和认知方式对92名高中生创造力的影响。研究1发现预期评估和认知方式对创造力的主要影响。预期评估与认知风格之间的相互作用具有统计学意义。在预期评估的实验条件下，田野依赖的青少年比没有预期评估的青少年表现出更多的创造力（即更高的创造力）。研究2发现预期评估类型和认知方式对创造力的主要影响，但预期评估类型和认知方式之间没有相互作用。与信息评估条件下的青少年相比，在控制评估条件下的青少年表现出更好的灵活性，而与田野无关的青少年则表现出更多的流利性和独创性。总之，这项研究可以更好地理解预期评估和认知方式对青少年创造力的影响。讨论了进一步研究的意义。与田间依赖的青少年相比，田间依赖的青少年表现出更多的流利度和独创性。总之，这项研究可以更好地理解预期评估和认知方式对青少年创造力的影响。讨论了进一步研究的意义。与田间依赖的青少年相比，田间依赖的青少年表现出更多的流利度和独创性。总之，这项研究可以更好地理解预期评估和认知方式对青少年创造力的影响。讨论了进一步研究的意义。