如何以及何时主动活力管理促进本科生创造力? 一个资源保护的前景
Weijun Hua1, Jianwei Zhang2, Xingyu Xuan3
1School of Marxism, Shijiazhuang Tiedao University, Shijiazhuang, China.
Psychological reports
|March 19, 2024
概括
积极管理活力通过培养和的学术热情,点燃本科生的创造力. 这种效应在创意大学环境中更为强烈,特别是当个人不是主要以预防为重点时.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 组织行为 组织行为
背景情况:
- 现有的研究强调创造性个体需要活力,但忽视了主动活力管理.
- 资源保护理论为了解个人如何管理资源以实现目标提供了一个框架.
- 本科生的创造力受到个人资源和环境因素的影响.
研究的目的:
- 研究主动活力管理对本科生创造力的影响.
- 检查和的学术激情在这种关系中的调解作用.
- 探索大学创意气候和预防重点的温和效应.
主要方法:
- 与本科生进行了基于场景的实验 (研究1) 和多波现场调查 (研究2).
- 收集了关于主动活力管理,和的学术激情,创造力,大学创意气候和预防重点的数据.
- 使用统计分析来测试拟议的调解和适度模型.
主要成果:
- 积极主动的活力管理显著和积极地促进了个人的创造力.
- 和的学术热情部分介绍了主动活力管理和创造力之间的关系.
- 积极的间接效应在高大学创意气候中更强,当预防重点较高时更弱.
结论:
- 积极的活力管理是提高本科生创造力的关键因素.
- 培养和的学术热情是通过生命力管理影响创造力的关键机制.
- 大学创意气候和个人预防重点在活力管理策略的有效性中起着重要作用.
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