The Effects Of Appraisal, Cognitive Styles And Emotions On The Creativity Of High School Students

High school is the crucial period to the development of creative thinking. High school education has become an important stage to high school student’s creativity because of the psychological characteristics as well as the knowledge learning. Therefore, it is necessary to train high school student’s creativity. Mood is the largest variables that affect creativity in the research of psychology in the many factors that affect the creativity of high school students. Mood is a relationship of maintenance or change between the individual and the environment (Campos,1970). Mood is accompanied by a generation of consciousness, thus mood affect the performance of creativity. But the findings on the relationship between mood and creativity are not consistent. The research shows that the mood that impact high school student’s creativity depends on other factors. Therefore, mood that affect high school student’s creativity related with expected evaluation and individual’s personality traits. In other words, expected evaluation and individual’s personality traits may regulate the relationship between high school student’s mood and creativity.As one of the factors that affect creativity, evaluation plays a crucial role to cultivate students’ creativity. As an important part of teaching, expected evaluation affects students’ creativity, which may promote or inhibit the influence of mood on creativity. Cognitive style refers to the way information is processed by individuals prefer to use (Peng Danling,2004). Based on the results of existing research, it is inconsistent that the influence of cognitive style and mood on creativity. Therefore, this thesis researches the function of expected evolution to the relationship between mood and creativity from the perspective of external factors. And then the perspective of internal factors which is cognitive style is also examined. Finally, this thesis researches the influence of the interaction of expected evolution which includes controlling expected evaluation and informational expected evaluation as well as cognitive style on the relationship between mood and creativity combining internal and external factors.The research objects are 1361 high school students in a school. The research tools are Teenagers scientific creativity test and Embedded figure test. The methods for the research include literature analysis, experimental intervention and questionnaire. The thesis conduct three researches which intend to explore the influence of expected evolution and cognitive style on mood and creativity of high school student. The first research mainly studies the different relationship between mood and creativity of high school student under the condition of controlling expected evaluation and informational expected evaluation. The second research explores the influence of cognitive style on the difference of relationship between mood and creativity of high school student. The third research focuses on the influence of the interaction of expected evolution as well as cognitive style on the relationship between mood and creativity of high school student. The findings as following:First, expected evaluation affects the relationship between mood and creativity. Whether it is an object application or creative tasks that product improvement, negative mood will help to stimulate the creativity of the subjects under the condition of controlling expected evaluation. And positive mood will help to stimulate the creativity of the subjects under the condition of informational expected evaluation;Second, as a separate variable, the nature of mood (positive and negative) and cognitive style (field dependence and field independence) has nothing to do with creativity. However, cognitive style and the nature of mood interact with creativity. In other words, cognitive style affects the relationship between mood and creativity. In the specific performance, whether it is an object application or creative tasks for product improvement, negative mood generate more conducive to creativity for field independent individual. Positive mood generate more conducive to creativity for field dependent individual;Third, the interaction between expected evaluation and cognitive style affect the relationship between mood and creativity. As for the object application of creative task, field independent individual’s creativity is higher in the positive mood than negative mood under the condition of informational expected evaluation. And under the condition of controlling expected evaluation is opposite. Field dependent individual’s creativity is higher in the negative mood than positive mood under the condition of controlling expected evaluation.