A Study On The Relationship Between Divergent Thinking, Convergent Thinking And Creativity In Junior High School Students

With the country's emphasis on innovation,creativity has become the focus of social.In the field of education,creativity is regarded as the core ability of teenagers.However,there is no clear and consistent conclusion about the relationship between various creativity tests,as well as the relationship between divergent thinking,convergent thinking and creativity.With 392 Junior high school students as the subjects,and the divergent thinking test(Unconventional use test-AUT,r CAB picture test,Wallach-Kogan test-WK),convergent thinking test(Chinese long distance association test-CRAT,Event ranking test-Rank),creativity test(Insight,Plan development task-PDC,Runco ideation behavior scale-RIBS,Teacher evaluation creativity test-TE)commonly used by researchers were used to establish related.And the results of these tests are used as observation variables of divergent thinking,convergent thinking and creativity to model the structural equation,and explore the specific relationship between them.The results are as follows:(1)The results of the three divergent thinking tests all showed significant correlation,but the correlation coefficients were relatively lower,between 0.1-0.3,only the correlation between AUT and r CAB was slightly higher(r=0.236,p<0.05).The results of divergent thinking test and the results of the creativity test basically also showed a significant correlation,but the same showed that the correlation coefficient was low.The correlation between the result of CRAT and the results of three divergent thinking test results(AUT,r CAB,WK)was 0.161(p<0.01),0.217(p<0.01)and 0.176(p<0.01),respectively,which was also at a low level.Compared with the correlation between the results of the divergent thinking test and the results of other creativity tests,it was found that the correlations between Rank,Insight and TE were higher,which were 0.304(p<0.01)and 0.374(p<0.01),respectively,which were greater than 0.3.The correlation between CRAT results and TE was also high(r=0.293,p<0.01).At the whole level,the correlation between the results of the convergent thinking test and the creativity test is greater than the correlation between the results of the divergent thinking test and the results of creativity test.In the creativity test,there is basically no correlation between RIBS and the other three types of tests,and only a weak correlation with teacher evaluation of creativity(TE).Teachers'evaluation of creativity(TE)is significantly correlated with Insight and PDC,which are 0.357(p<0.01)and0.302(p<0.01),respectively,and the correlation degree is above 0.3.(2)The model has good indexes:X~2=25.555,df=18,goodness of fit index:X~2/df=1.420<3(p>0.05),GFI=0.984>0.9,TLI=0.963>0.9,RMSEA=0.033<0.08,which shows that the model fits well.Path analysis shows that divergent thinking has no significant predictability for creativity,while convergent thinking has strong predictability for creativity.Conclusions:(1)The correlations among different divergent thinking tests,convergent thinking tests,and creativity tests are very limited.They may only measure a certain aspect of creativity,and cannot be replaced with each other;the results of divergent thinking tests can only be in explaining and predicting creativity to a certain“extent”,and such explanations and predictions are often inefficient.The results of convergent thinking tests are better than divergent thinking in explaining and predicting creativity.(2)In the junior high school stage,the performance of divergent thinking cannot effectively predict the performance of creativity,while convergent thinking has a significant predictive power on creativity.