CAJ | 학술논문

以216名初中二年级学生为被试，采用现场实验，探讨个体创意自我效能感在竞争、评价和时间三种压力情境下对创造力的影响。结果发现，三种压力对于总体创造力的影响不同；三种压力都降低了变通性；时间、评价压力分别提高了流畅性和新颖性，竞争压力既提高了流畅性又提高了新颖性；压力不改变个体创意自我效能感，中等创意自我效能感被试在压力情境下具有最好的变通表现，效能感低分组表现最差。
이216명초중이년급학생위피시，채용현장실험，탐토개체창의자아효능감재경쟁、평개화시간삼충압력정경하대창조력적영향。결과발현，삼충압력대우총체창조력적영향불동；삼충압력도강저료변통성；시간、평개압력분별제고료류창성화신영성，경쟁압력기제고료류창성우제고료신영성；압력불개변개체창의자아효능감，중등창의자아효능감피시재압력정경하구유최호적변통표현，효능감저분조표현최차。
Environment and personality are closely related to creativity in many aspects, which is widely accepted by most psychologists. Just as pressure is one of the most important environment factors that can influence creativity efficiently, so creative self-effieacy is a very important component of personality which plays a crucial role in creativity. Prior studies explored the effect of pressure on creativity and the relationship between creative self-efficacy and creativity. But most of these studies failed to take different pressure contexts into account. What＇s more, prior studies seldom revealed the joint effect of pressure and creative self-efficacy on creativity. The aim of this study is to explore the effect of creative self-efficacy on creativity under three pressure contexts （the time pressure, the competitive pressure and the evaluation pressure） with field experiments, and to clarify the effect of these three kinds of pressure contexts on different aspects of creativity. A 3 （three pressure contexts） × 3 （levels of creative self-efficacy） between-subject design was adopted to examine the hypotheses. Data were collected from 216 middle school students among 3 classes in Grade Two in a middle school of China. The students completed the questionnaires regarding creativity and creative self-efficacy. Different pressure contexts were generated by different instructions. Variance analysis and t test were employed to analyze the data. The main results of the study are as follows：（1）Under time pressure, the fluency score enhanced significantly, and flexibility and originality decreased significantly; under the competitive condition, the general score of creativity enhanced significantly, and the fluency and originality score enhanced significantly, but the flexibility score decreased significantly. Under the evaluation condition, the general score of creativity and flexibility decreased significantly, the originality score enhanced significantly. That is, effects of pressure on total creativity were different; specifically, the three pressure contexts all decreased flexibility significantly, time pressure mainly enhanced fluency and evaluation pressure mainly enhanced originality respectively, and competitive pressure enhanced both. （2） Creative self-efficacy is a positive predictor of creativity. （3）The pressure contexts can not change students＇ creative self-efficacy. （4） There are significant differences in the change of flexibility of creativity among students who have different creative self-efficacy in the pressure contexts, namely, students who get middle score on the creative self-efficacy test have the least decline and those who get the lowest scores on the creative self-efficacy test have the most decline. To sum up, the findings indicate that different pressure contexts influence different aspects of creativity. Creative self-efficacy influences different aspects of creativity in the condition of pressure contexts, especially the revert U shape was found in the relationship between flexibility of creativity and creative self-efficacy in the pressure contexts, which implies that aspects of creativity may have different work mechanisms under the influences of environment and personality.