父母参与和学生的创造力:一个三层次的元分析
Huiyong Fan1, Yuxiang Feng1, Yichi Zhang1
1College of Educational Science, Bohai University, Jinzhou, China.
Frontiers in psychology
|September 26, 2024
概括
家长的参与通常支持学生的创造力,但心理控制可能会阻碍它. 这一对30项研究的元分析证实了一种小的积极联系,指导育儿和教育的创造力发展.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
背景情况:
- 创造力发展的生态系统模型 (ESMCD) 提出了家长参与和学生创造力之间的积极联系.
- 关于这种关系的经验证据是混合的,显示正,负和零相关性.
研究的目的:
- 系统地综合现有关于家长参与和学生创造力之间的关系的研究.
- 澄清整体效应大小,并确定影响创造力的特定类型的家长参与.
主要方法:
- 进行了系统的元分析.
- 综合了30项主要研究的数据,包括37个独立样本和70个效果大小 (N=20,906).
主要成果:
- 在家长的参与和学生的创造力之间发现了一个小的,积极的整体相关性 (r=0.101).
- 自主支持 (r=0.144),行为控制 (r=0.133) 和内容支持 (r=0.131) 显示出与创造力有很小的积极联系.
- 心理对照表现出与创造力之间很小的负相关性 (r=-0.117).
- 对于学生的年级水平,家长的性别,地区或出版物类型,没有发现显著的缓解效应.
结论:
- 家长参与积极预测学生的创造力,与特定类型,如自主和内容支持是有益的.
- 心理控制对创造力产生负面影响,强调需要有意识的育儿策略.
- 需要进一步的研究,以了解推动这些关系的机制,以告知教育政策和旨在培养创造力的育儿实践.
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