在舒适的环境中培养创造力;在安全的安全区内轻轻地推动边界
Carlota Torrents1, Sílvia Garcías de Ves1, Matthew Bourke2,3
1Insitut Nacional d'Educació Física de Catalunya (INEFC), University of Lleida, Lleida, Spain.
支持的环境,而不仅仅是挑战,培养创造力. 在教育环境中,积极的情绪,舒适和社会联系显著提高了学生的创造力和自我效能.
科学领域:
- 教育心理学教育心理学
- 创意研究 创意研究
- 舞蹈科学 舞蹈科学 舞蹈科学
背景情况:
- 培养创造力对于准备学生应对全球挑战至关重要.
- 了解个人经验和环境因素之间的相互作用是培养创造潜力的关键.
研究的目的:
- 调查学生在创意舞蹈干预中的体验如何影响他们的创意潜力.
- 检查挑战,舒适,支持,联系,参与和情绪对创造力相关变量的影响.
主要方法:
- 一个为期四个月的创意舞蹈干预,涉及93名大学生.
- 在干预前后评估创造性自我效能,对模两可的容忍度,情感创造力和思想行为.
- 收集了关于学生经验的简短问卷,每次课后使用混合效应和线性回归模型进行分析.
主要成果:
- 与预期相反,舒适,支持和积极的情绪与创造性的自我效能和情感创造力密切相关.
- 心理安全和社会联系对于创造性参与和发展至关重要.
- 一贯的参与和积极的情绪增强了对模两可的容忍度,而可变的同行连接则影响了创造性的想法.
结论:
- 人与环境的互动对于创造性发展干预至关重要.
- 具有积极联系和情感福祉的支持性,舒适的环境对创造力更有效,而不是以挑战为重点的环境.
- 将创造力和情感意识融入教育,特别是基于运动的活动,提高了学生对现代复杂性的准备.
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