The Influence Of Students' Creative Self-efficacy On Creativity Of Primary And Middle School Students:the Moderating Effect Of Class Climate

With the development of our society,the demand for creativity is increasing day by day,and creativity has become the core ability of teenagers(Florida,2002;Shalley,Zhou,Oldham,2004).The cultivation of creativity for primary and secondary school students is increasingly important.The creative ecosystem theory indicates that the development of individuals is affected by the interaction between individuals and environmental factors.The Students' creative self-efficacy is an important personality characteristics,which plays an important role in predicting creativity.The class is the place for individual activities,and the class environment has an important impact on individual creativity development.How does the class climate affect the relationship between Students' creative self-efficacy and creativity? This study will explore and provide effective Suggestions for the cultivation of creativity of primary and secondary school students.In this study,1798 primary(grade 4 to 6)and middle school students were selected,And they were asked to create the thinking test and the class atmosphere questionnaire and creative self-efficacy questionnaire.To investigate the relationship and the characteristics between students' creative self-efficacy,creativity and class climate,And whether students creative self-efficacy could positively predict creativity and its various dimensions,whether class climate plays a Moderat role between creative self-efficacy and creativity,In this study,we use correlation analysis and multi-level linear model for data processing,the conclusions are as follow:1.There was a significant gender difference in creativity between grade 4-6 and junior high school students,among which the creativity of female students was higher than that of male students.And there were also significant grade differences in creativity,fluency and originality,among which grade 7 had the highest score,grade 9 had the lowest score,and there was no significant difference between grades 7,8 and 9.2.Creative self-efficacy is positively correlated with creativity and its three dimensions.There was a significant positive correlation between classroom autonomy and fluency,there was also a significant positive correlation between teacher support and creativity and its dimensions,while there was no correlation between student support and creativity.There was a significant positive correlation between class climate and creative self-efficacy.3.At the individual level,creative self-efficacy significantly positively predicted the creativity of junior and primary school students.At the class level,classroom autonomy in class climate can significantly enhance the4.At the class level,classroom autonomy has a positive moderating effect between creative self-efficacy and originality,and classroom autonomy can significantly enhance the positive relationship between creative self-efficacy and originality.Teacher support has a negative moderating effect between creative self-efficacy and originality,and teacher support can significantly weaken the relationship between creative self-efficacy and originality.