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Student experience of creativity in Australian high school classrooms: A componential model
Learning and Individual Differences ( IF 3.897 ) Pub Date : 2021-08-18 , DOI: 10.1016/j.lindif.2021.102057
Paul Ginns 1 , Kelly Freebody 1 , Michael Anderson 1 , Peter O'Connor 2
Affiliation  

Drawing on the componential theory of creativity, we report on the development of a model for understanding students' experiences of creative school environments, based on survey responses from Grade 7 and 9 Australian students (N = 2538) across 13 high schools. Confirmatory factor analysis was used to test for construct validity of scales, followed by structural equation modeling to estimate the fit of the hypothesised model to the data, and estimate direct and indirect relations between variables. Consistent with predictions based on the componential model, students' perceptions of the extent to which creativity was supported through classroom work had substantial direct relations with intrinsic motivation and creative self-efficacy. Also consistent with predictions, intrinsic motivation acted as a mediating variable for a number of pathways in the model. Demographic covariates were generally less salient than personality covariates. Implications for educational practice and future research are discussed.



中文翻译:

学生在澳大利亚高中课堂中的创造力体验:一个组件模型

我们利用创造力的成分理论,根据澳大利亚 7 年级和 9 年级学生的调查反馈,报告了一个模型的发展,该模型用于理解学生对创造性学校环境的体验(N = 2538)跨越 13 所高中。验证性因子分析用于检验量表的构造效度,然后用结构方程建模来估计假设模型对数据的拟合,并估计变量之间的直接和间接关系。与基于成分模型的预测一致,学生对通过课堂作业支持创造力的程度的看法与内在动机和创造性自我效能有实质性的直接关系。同样与预测一致的是,内在动机充当了模型中许多途径的中介变量。人口统计学协变量通常不如人格协变量显着。讨论了对教育实践和未来研究的影响。

更新日期:2021-08-19
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