高中生认识论信念及其与创造力倾向的关系研究

High School Students’ Epistemological Beliefs and the Relationship Between the Beliefs and Creative Disposition

本研究以483名高中阶段的学生为被试，通过量表测查，考察了不同类型学校、不同年级和性别的高中生认识论信念的现状，以及认识论信念与学生的创造力倾向的关系。结果显示：（1）高中阶段学生的认识论在“整合-建构信念”和“离散-接受信念”方面存在显著的学校类型和年级差异；在“离散-接受信念”方面，女生的认识水平明显比男生更成熟;（2）高中阶段学生的认识论信念与创造力倾向呈显著正相关。认识论信念的“整合-建构信念”和“离散-接受信念”均对创造力倾向产生直接影响;（3）学校、年级、性别等因素对学生的创造力倾向既具有直接影响，也可以通过认识论信念对创造力倾向产生间接影响。

The purpose of this research was to investigate the development of high school students’ epistemological beliefs and the relationship between creative disposition and the beliefs. A sample of 483 students from Shanghai was tested by the Epistemological Beliefs Scale for High School Students and Williams Creativity Assessment. Results of this research shows that: (1) Students in different schools and different grades have significant differences in their integral-constructive beliefs and their separated-receptive beliefs. Girls are more sophisticated than boys in separated-receptive beliefs. (2) There is a significant positive correlation between the level of epistemological belief and creative disposition. Both integral-constructive beliefs and their separated-receptive beliefs can predict participants’ creative dispositions. (3) School type， grade and gender are directly or indirectly associated with creative dispositions. Epistemological beliefs are mediators between school types， gender and creative dispositions.