Liu Jun, Sun Xue, Sun Meng, Zhou Yan, Li Xinyue, Cao Jinbo, Liu Zile, Xu Fei
College of Education, Capital Normal University, Beijing, China.
Xinyu School Affiliated to Beijing Normal University, Xinyu, China.
Front Psychol. 2021 Dec 23;12:732605. doi: 10.3389/fpsyg.2021.732605. eCollection 2021.
This study explored whether instructional characteristics, learner characteristics, family socioeconomic status, and gender influence creativity in the context of programming education in China. A total of 851 upper-secondary-school students in Beijing, China, were surveyed using the Creativity Scale, Programming Learning Scale, Programming Teaching Scale and Family Socioeconomic Status Questionnair. SPSS (version 22) was used for correlation analysis, -test and regression analysis. (1) Teachers' programming teaching method and management; students' programming learning approach, attitude, and engagement; gender; and family economic capital were all significantly associated with creativity. (2) There were significant differences between males and females in terms of creativity, programming learning approach and programming learning attitude. (3) Learner attitudes, engagement, and approach, and their family economic capital, were strong predictors of creativity, with the strongest influence of learners' attitudes to programming learning and weaker influence of family economic capital. The main factors that influence creativity in the context of programming education are programming teaching method, programming teaching management, programming learning approach, programming learning attitude, programming learning engagement and family economic capital. Among these, learner factors (attitude, engagement, and approach) and family economic capital are the key factors influencing creativity. These findings provide a basis for improving the creativity of Chinese programming learners and inspire teachers to consider learner factors and gender differences as they design and manage their instruction. Furthermore, the influence of family economic capital on the creativity of learners cannot be ignored.
本研究探讨了在中国编程教育背景下，教学特征、学习者特征、家庭社会经济地位和性别是否会影响创造力。对中国北京的851名高中生使用创造力量表、编程学习量表、编程教学量表和家庭社会经济地位问卷进行了调查。使用SPSS（版本22）进行相关性分析、t检验和回归分析。（1）教师的编程教学方法和管理；学生的编程学习方法、态度和参与度；性别；以及家庭经济资本，均与创造力显著相关。（2）在创造力、编程学习方法和编程学习态度方面，男性和女性之间存在显著差异。（3）学习者的态度、参与度和方法，以及他们的家庭经济资本，是创造力的有力预测因素，其中学习者对编程学习的态度影响最强，家庭经济资本影响较弱。在编程教育背景下影响创造力的主要因素是编程教学方法、编程教学管理、编程学习方法、编程学习态度、编程学习参与度和家庭经济资本。其中，学习者因素（态度、参与度和方法）和家庭经济资本是影响创造力的关键因素。这些发现为提高中国编程学习者的创造力提供了依据，并激励教师在设计和管理教学时考虑学习者因素和性别差异。此外，家庭经济资本对学习者创造力的影响不可忽视。
