The Prediction Of Creative By Cognitive Needs:The Moderating Effect Of Class Climate

Creativity refers to the ability to produce novel and useful products,and creativity is the source of human civilization(Amabile,1984).For the growth and development of primary and secondary school students,the cultivation of its creativity should be taken seriously.The convergence of creative ecosystem theory and creativity research points out that the development of individual is influenced by the interaction of individual and environment.The study shows that the class environment is one of the main factors that affect the creativity of primary and middle school students,and for the individual,cognitive needs as an important personality characteristics,the primary and secondary school students have an important role in creativity.So how does the individual's cognitive needs and class atmosphere act on creativity? This study will discuss the combination of creative orientation and ecosystem model,with a view to providing clear suggestions and guidance for the development and improvement of creativity of primary and middle school students.In this study,1117 primary and middle school students were selected as the research object,and the subjects were asked to create the thinking test and the class atmosphere questionnaire and cognitive demand questionnaire.The relationship between class atmosphere(teacher support,classmate support,classroom autonomy),cognitive demand and creativity fluency,flexibility and originality was investigated by using statistical analysis,such as correlation analysis and multi-level linear model.The following conclusions were drawn:1 The creativity of primary and secondary school students has a significant grade and gender differences,specifically in the fifth grade of creativity,higher grade 4;7,8,9grade no significant difference in the creativity of fluency and originality girls Better than boys.Gender and grade interaction is not significant.2 In the various dimensions of the class atmosphere,primary and secondary school perceived classroom autonomy and students support significant gender differences, girls perceived classroom autonomy and classmates support higher than boys;class atmosphere of teacher support,classroom autonomy also has significant grade differences The main effect is significant,specifically in the perceived level of teacher support,the fifth grade higher,eighth grade score low,in the perceived classroom autonomy level,sixth grade higher,seventh grade lower.3 There is a significant gender difference in the level of cognitive needs of primary and middle school students,and the cognitive level of boys is higher than that of girls.The level of cognitive needs is not significant.The interaction between gender and grade is not significant.4 There is a significant positive correlation between classroom autonomy and creativity and its dimensions,and teacher support is only positively correlated with fluency,and students support and creativity and There is no significant correlation between the class atmosphere and the cognitive needs,and the cognitive needs are positively correlated with the autonomy of the classroom.There is a significant negative correlation with the support of the students and no significant correlation with the teachers' support.5 At the individual level,cognitive needs significantly predict the creativity of primary and secondary school students.6 At the class level,student support in class atmosphere can significantly enhance the positive relationship between cognitive needs and creativity(fluency,originality);and teacher support and classroom autonomy between cognitive needs and creativity There is no regulatory effect.