We developed a Creative Thinking Counseling Teaching Program (CTCTP) for Grade 7 students using the self-concept of the counseling curriculum as the primary development axis and investigated how this program influences creativity, creative tendency, and self-concept. We adopted a non-equivalent control group pre-test–post-test quasi-experimental design. Of 133 participants, the experimental group (67 students) received an eight-week CTCTP, involving a 45-minute class per week; the control group (66 students) participated in general counseling. Research instruments included the NTCT-Figural Exercises (NTCT-Figural), The Williams Assessment of Creative Tendency (WACT), and Elementary School Student Self-Concept Scale (SCS). Personal reflection learning sheets, learning achievement assessment, and course feedback forms were used to qualitatively analyze the learning effectiveness and feasibility of the teaching program. Results showed that the experimental group had significantly higher scores than the control group for creativity, creative tendency, and self-concept. Further mediation analysis showed that the effects of the teaching experiment were not the result of mutual mediation effects. Students’ feedback on the CTCTP learning process suggested that it had a positive effect on the development of students’ creativity, creative tendency, and self-concept, while also meeting their learning needs. We propose recommendations for application in teaching practice and future research.

中文翻译：

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创造性思维辅导教学计划可提高七年级学生的创造力、创造性倾向和自我概念：一项准实验研究

我们以辅导课程的自我概念为主要发展轴，为 7 年级学生开发了创造性思维辅导教学计划 (CTCTP)，并调查了该计划如何影响创造力、创造倾向和自我概念。我们采用了非等效对照组的前测-后测准实验设计。在 133 名参与者中，实验组（67 名学生）接受了为期 8 周的 CTCTP，包括每周 45 分钟的课程；对照组（66 名学生）参加了一般咨询。研究工具包括 NTCT-Figural 练习 (NTCT-Figural)、威廉姆斯创造性倾向评估 (WACT) 和小学生自我概念量表 (SCS)。个人反思学习表，学习成绩评估，课程反馈表用于定性分析教学计划的学习效果和可行性。结果表明，实验组在创造力、创造倾向和自我概念方面的得分明显高于对照组。进一步的中介分析表明，教学实验的效果不是相互中介作用的结果。学生对CTCTP学习过程的反馈表明，它对学生创造力、创造倾向和自我概念的发展产生了积极的影响，同时也满足了他们的学习需求。我们提出了在教学实践和未来研究中的应用建议。结果表明，实验组在创造力、创造倾向和自我概念方面的得分明显高于对照组。进一步的中介分析表明，教学实验的效果不是相互中介作用的结果。学生对CTCTP学习过程的反馈表明，它对学生创造力、创造倾向和自我概念的发展产生了积极的影响，同时也满足了他们的学习需求。我们提出了在教学实践和未来研究中的应用建议。结果表明，实验组在创造力、创造倾向和自我概念方面的得分明显高于对照组。进一步的中介分析表明，教学实验的效果不是相互中介作用的结果。学生对CTCTP学习过程的反馈表明，它对学生创造力、创造倾向和自我概念的发展产生了积极的影响，同时也满足了他们的学习需求。我们提出了在教学实践和未来研究中的应用建议。学生对CTCTP学习过程的反馈表明，它对学生创造力、创造倾向和自我概念的发展产生了积极的影响，同时也满足了他们的学习需求。我们提出了在教学实践和未来研究中的应用建议。学生对CTCTP学习过程的反馈表明，它对学生创造力、创造倾向和自我概念的发展产生了积极的影响，同时也满足了他们的学习需求。我们提出了在教学实践和未来研究中的应用建议。