心理与行为研究

心理与行为研究 ›› 2020, Vol. 18 ›› Issue (4): 440-445.

• 基础心理学 • 上一篇    下一篇

高创造力个体的群体差异性研究

李永杰1,2,3,4, 刘春晖5, 金花1,2,3   

  1. 1. 教育部人文社会科学重点研究基地天津师范大学心理与行为研究院，天津 300387;
    2. 天津师范大学心理学部，天津 300387;
    3. 学生心理发展与学习天津市高校社会科学实验室，天津 300387;
    4. 内蒙古财经大学商务学院，呼和浩特 010070;
    5. 北京师范大学中国基础教育质量监测协同创新中心，北京 100875
  • 收稿日期:2019-12-04 出版日期:2020-07-20 发布日期:2020-10-21
  • 通讯作者: 金花，E-mail：jinhua@mail.tjnu.edu.cn
  • 基金资助:
    天津市教育科学“十三五”规划课题（HE1025）

A Study on the Group Differences of Undergraduates with High-Level Creativity

LI Yongjie1,2,3,4, LIU Chunhui5, JIN Hua1,2,3   

  1. 1. Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300387;
    2. Faculty of Psychology, Tianjin Normal University, Tianjin 300387;
    3. Tianjin Social Science Laboratory of Students’ Mental Development and Learning, Tianjin 300387;
    4. Business School, Inner Mongolia University of Finance and Economics, Huhhot 010070;
    5. Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing 100875
  • Received:2019-12-04 Online:2020-07-20 Published:2020-10-21

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摘要： 高创造力群体的界定是创造力研究的重要前提，但迄今极少有研究关注以往研究中高创造力群体间的同质性问题。本研究以创造力问题提出能力测验调查了两所高校（一所地方高校和一所教育部直属高校）的975名大学生的创造力，通过极端组方法（extreme groups approach, EGA）为大学生创造力水平分组，考察不同创造力分组之间的差别。研究发现：地方高校和部属高校的高创造力大学生被试，在创造力的流畅性、变通性和独特性三个维度上，均存在显著差异。本研究结果提示，大学生高创造力组间可能存在质的差别，因此相关研究在外推结果时需要采取谨慎态度；研究者在实验过程中和讨论文献结果的可比性时一定要关注样本的同质性问题。

关键词: 创造力, 极端组方法, 地方高校, 部属高校

Abstract: The categorisation of high creative groups is an important issue in creativity researches. However, the homogeneity problem between different groups has been neglected in numerous studies, which was examined in the present study. There were 975 students from two universities (moe-administrated university and local university) with different academic ranks were involved in the study. Their creativity power was measured with the Creativity Questions Proficiency Test. Participants were divided into lower and higher creative groups in each college by using the extreme groups approach (EGA). The results showed that higher creative individuals from the moe-administrated university were more creative than the local university in the fluency, flexibility, and originality of creativity. This suggests that high-creation subjects from different pools may have greater heterogeneity and the corresponding experimental results may not have compelling comparability. Our findings suggest that school levels may play a decisive role in inducing such differences between the higher creative groups of undergraduates from different studies. Therefore, researchers should pay attention to the homogeneity of the samples when doing relevant study or discussing the comparability of the previous studies.

Key words: creativity, extreme groups approach, local university, moe-administrated university

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