School Environment, Creative Self-efficacy With Junior High School Science And Creativity

In order to strengthen the research of creativity, cultivating and bringing up creative talents have became academia and international social issues of common concern. The creative thinking and critical of junior middle school students increasingly apparent, and they have a strong thirst for knowledge and exploration spirit which made the school education become the important stage for cultivating students' creativity. As the main place for students, school is also the main pathway for students to acquire knowledge by the school education, so the school has an important role in students' creativity. The concept of creative self-efficacy got the attention of many researchers, which put forward by Tiernery and Farmer, and so there appeared a large number of creative self-efficacy researches, by the predecessors on the self-efficacy and behavior on the relationship between enlightenment. This study aimed at secondary school environment on the students' creative self-efficacy and creativity influence mechanism is discussed.In this study,871students of grade eight or nine from10Shaanxi province middle schools took part as the object of study. By using the methods of literature analysis, questionnaire, factor analysis and model construction, the relationships among the school environment, students' creative self-efficacy and scientific creativity is undertook exploration, in order to explore the students' creative self-efficacy, development of scientific creation characteristics and the relationships between the three, draw the following conclusions:1." School environment scale" that revised from the study fits the requirements of psychometrics, and its validity index is good. So the scale can be used as a measurement of school environment.2.In different types of schools, and the different school environment, there were significant differences between male and female students in this seven dimension scores, such as in the school environment total and regulations system, hardware facilities, natural condition, teaching strategies, classroom atmosphere, peer relationship, extracurricular activity of municipal, county and town level three types of schools;teacher-student relationship perception present significantly differences, and the boy was significantly higher than that of female students; scores in the school environment total and hardware facilities, classroom atmosphere, peer relationship three dimension of grade eight or nine students were significantly different, and the nine graders scored significantly higher than the scores of grade eight students.3. About students creative self-efficacy, students in three typies of municipal, county and town level schools have significant differences in scores and various dimensions of score of creative thinking strategies dimensions and creative self-efficacy; male and female students have significant differences, and the boys were significantly higher than girls scored; in counterbalance to negative evaluation, two grades scoring presence significant differences and grade nine students scored significantly higher than grade eight.4. In the scientific creativity, municipal, county and town level school students in scientific creativity score and each dimension scores were significant differences. Male and female students have significant differences on the product improvement dimensions. Grade eight and grade nine students in scientific creativity score and six dimension scores including object application, problems, product improvement, scientific imagination, problem solving, experimental design,were significantly different, and the nine grade students score higher than grade eight students' scores.5. Scientific creativity score and its dimensions has significant difference in different creative self-efficacy level.6. Creative self-efficacy is the mediator between school environment and scientific creativity.