The Relationship Among Creative Classroom Climate, Creative Motivation And Creativity In Junior High School Students

Fostering students'creativity is the keystone in education, which is important to impel the time progression. In reality, junior high school students'creativity was mainly fostered in the classroom settings, therefore, to explore the influence of creative classroom climate on creativity is very important. According to social psychologists'perspective, creativity started from the individual, but it can't deviate from the external environment. Most time, Junior high school students interact with teachers or classmates in the classroom settings, their perception toward creative classroom climate necessarily affect their creativity. According to the former studies, creative classroom climate could affect creativity through influencing students'inner mental state, and creative motivation is such an important inner variable. Therefore, the present study will examine the influence of creative classroom climate on students'creative motivation and creativity, and explore the role of creative motivation.Firstly, 358 junior high school students were measured orderly to revise the What Is Happening In this Class (WIHIC) and Work Preference Inventory (WPI). Then using the two revised questionnaires and TTCT (Word Version), we investigated 931 junior high school students to examine the characteristics and relationships among creative classroom climate, creative motivation and creativity. The statistic methods used in the study were ANOVA, correlation analysis, SEM and HLM. The main conclusions are as follows:1. In terms of creativity, the three dimensions had significantly differences, which from low to high were originality, flexibility, fluency. From the total creativity, the main effect of grade was significant, 3rd students'scores higher than 2nd students'; that of gender was not, and there was no interaction between them. From the three dimensions of creativity, the influence of gender on creativity only showed on originality, girls'scores higher than boys', and the grade had significant difference on the three dimensions, 3rd students'scores higher than 2nd students'.2. In terms of creative classroom climate, the scores of five dimensions were higher, and had significantly differences, which from low to high were teacher support, involvement, equity, student cohesiveness and cooperation, task orientation. From the total creative classroom climate, both gender and grade had significant main effects, girls'scores higher than boys', and 3rd students'scores higher than 2nd students'; there was no interaction between them. From the five dimensions of creative classroom climate, the influence of gender on the creative classroom climate only showed on the task orientation, girls'scores higher than boys', and the grade had significant difference on the five dimensions, 3rd students'scores higher than 2nd students'.3. In terms of creative motivation, intrinsic motivation is significantly higher than extrinsic motivation. The dimensions from low to high were outward, challenge, compensation, enjoyment. From the intrinsic / extrinsic motivation, the main effect of grade was significant, that of gender was not; there was significant interaction on intrinsic motivation, but not on extrinsic motivation. From the four dimensions, the influence of gender on the creative motivation only showed on the enjoyment, girls'scores higher than boys', and the grade had significant difference on enjoyment, challenge and compensation, 3rd students'scores higher than 2nd students'.4. Creative classroom climate, intrinsic motivation, extrinsic motivation and creativity in junior high school students had a significantly positive association with each other.5. At the individual level, students'intrinsic motivation had wholly mediator effect between creative classroom climate and creativity, and extrinsic motivation influenced creativity through intrinsic motivation under the creative classroom climate.6. At the classroom level, creative classroom climate positively predicted the total creativity, fluency, and originality. Creative classroom climate played moderating role, it significantly weaken the relationship between challenge and the total creativity / originality, and creative classroom climate also had the tendency to weaken the relationship between compensation and the total creativity / fluency, but not significant.