A Study On Creative Self - Efficacy And Creative Thinking Of Floating Children

There is more and more attention to migrant children from education world at present. Using "migrant children" as key word, we find284articles about migrant children in2010. By2013, this number increases to324. For migrant children, they come in urban with their parents and experience tow environment (rural environment and urban environment). Migrant will bring them more knowledge, expand their vision and the high environmental openness in urban will motivate their creativity. Comparing with rural school, in case of teacher’s quality and physical environment urban school has more advantages. Migrant children come to the urban school from rural school. Will environment change influence their creative self-efficacy? How about the characters about their creative self-efficacy and creativity after they come into urban?To answer these questions, we select1077students from grade three to grade five in three urban schools in different regions in Beijing and two schools in a country in Henan province. Focusing on migrant children’s creative self-efficacy, we use questionnaire approach and choose creative self-efficacy questionnaire, TTCT, perceived school environment questionnaire and perceived teacher support creative behavior questionnaire to measure the development characters and influenced factors about migrant children’s creative self-efficacy and creativity. After selected, we finally got917validated questionnaires.There are three studies in this research. In first study, we mainly invest the characters about migrant children’s creative self-efficacy and whether school environment influence their self-efficacy. In second study, we explore the relationship between migrant children’s creativity and creative self-efficacy. In third study, we explore the mediate effect about self-efficacy between migrant children’s perceived school environment and their creativity. Finally we find:1. There is a significant difference among urban children, migrant children and country children. Urban children have the highest creative self-efficacy. Migrant children’s creative self-efficacy is significantly higher than country children.2. Migrant children’s creativity has significant difference in grade level. Migrant children in grade four have the highest creativity. There has a downtrend in creativity score from grade four to grade five.3. Comparing with urban children and country children, migrant children’s creativity level is higher than country children but lower than urban children.4. School environment can predict migrant children’s creative self-efficacy especially the relationship with their classmates and teachers will positively influence their creative self-efficacy.5. School environment can positively predict migrant children’s creativity. 6. CES is a mediate factor between school environment and creativity for migrate children.