Harrington D M, Block J H, Block J
J Pers Soc Psychol. 1987 Apr;52(4):851-6. doi: 10.1037//0022-3514.52.4.851.
Longitudinal data involving 106 children and their parents were used to test preschool child-rearing implications of Carl Rogers's theory of creativity-fostering environments (Rogers, 1954). Indices were developed for each parent and for each mother-father combination that reflected the degree to which the parents' child-rearing practices and interactions with their preschool children matched the recommendations implicit in Rogers's description of a creativity-fostering environment. The three indices of Rogers-prescribed child-rearing practices each correlated positively (rs = .38 to .46) and significantly (all ps less than .001) with a composite index of creative potential in early adolescence, 7 to 11 years later. Rogers-prescribed preschool child-rearing practices also emerged as significant antecedents of adolescent creative potential in regression/path analyses that held constant the influence of sex, preschool intelligence, and preschool creative potential. Theoretical and methodological aspects of the study are discussed.
涉及106名儿童及其父母的纵向数据被用于检验卡尔·罗杰斯的创造力培养环境理论（罗杰斯，1954年）对学前儿童养育的启示。为每位家长以及每位父母组合制定了指标，这些指标反映了父母的育儿方式以及他们与学龄前儿童的互动与罗杰斯对创造力培养环境描述中隐含的建议相匹配的程度。在7至11年后的青少年早期，罗杰斯规定的三种育儿方式指标与创造性潜力综合指数均呈显著正相关（相关系数r = 0.38至0.46），且均具有统计学意义（所有p值均小于0.001）。在控制了性别、学前智力和学前创造性潜力影响的回归/路径分析中，罗杰斯规定的学前育儿方式也被证明是青少年创造性潜力的重要前因。本文还讨论了该研究的理论和方法学方面。
