The Influence Of Intrinsic Motivation And Extrinsic Motivation On The Scientific Creativity Of 2-grade Junior High School Student

In creativity research, the relationship between creativity and motivation which is an important source of individual behavior's motive force is increasingly becoming a focus of current research problems; the relationship between extrinsic motivation and creativity is still more controversial. Based on past research and analysis of the real problems this paper combine intrinsic motivation with extrinsic motivation to explore the impact of creativity in a specific form of scientific disciplines—the scientific creativity.The present research sampled five classes of 261 students (including 135 boys,126 girls) in eight parallel classes in the ninth junior high school second-year of Shanxi Province Linfen City randomly. The study uses a 4x2 experiment design. The independent variables were motivating style (including four kinds:a high degree of autonomy motivation, a middle degree of autonomy motivation, a low degree of autonomy motivation and control group) and intrinsic motivation (high and low levels of internal motivation), and the dependent variable was scientific creativity ability (including three qualities:fluency, flexibility, and originality).First measured intrinsic motivation level with Need for Cognition Scale to select high and low levels of intrinsic motivation students, then creative different motivation situations through different guiding languages, stimulate different degrees of autonomy extrinsic motivation to study the Influence of different motivating styles and high and low levels of intrinsic motivation on the scientific creativity. This study can not only enrich the theory of creativity and motivation, but can also provide the theoretical basis for our nation's teaching practice.The results are as follows:(1)The influence of motivating styles on the scientific creativity of students as well as fluency, flexibility and originality were significant. Demonstrated that students' scientific creativity in a high degree of autonomy group was the best performance, the control group's scientific creativity was significantly lower than the performance of the three motivational experimental groups.(2)The influence of intrinsic motivation level on the scientific creativity of students was significant. Students with high levels of intrinsic motivation were significantly higher than the performance of students with low levels of intrinsic motivation.(3)There was significant 2 way interaction between motivating styles and intrinsic motivation level. In the low autonomy motivation types, the students with high level of intrinsic motivation whose score of scientific creativity is lower than the low level students demonstrated that in low autonomy motivation situations, students with high levels of intrinsic motivation whose scientific creativity were suppressed; while students with low levels of intrinsic motivation whose scientific creativity were promoted.(4) There were different influences on different tasks scientific creativity affected by motivating styles and intrinsic motivation level, in the speech task, there was no significant 2 way interaction between motivating styles and intrinsic motivation level, but in the picture task, there was significant 2 way.