Lin Suqin, Duan Wenjin, Wang Yifan, Duan Haijun
School of Preschool Education, Xi'an University, Xi'an 710065, China.
Key Laboratory of Modern Teaching Technology, Ministry of Education, Shaanxi Normal University, Xi'an 710062, China.
J Intell. 2024 Jan 8;12(1):5. doi: 10.3390/jintelligence12010005.
The classroom environment significantly affects the development of creativity. This study examined the impact of the classroom environment on students' creativity and the moderating role of thinking styles in this relationship. For this study, we recruited 451 students from six secondary schools. Data were collected using the Chinese Language Creativity Test, Classroom Environment Inventory, and Thinking Styles Inventory. Hierarchical regression analysis examined the moderating effect of thinking styles on the relationship between the classroom environment and creativity. The results showed that peer relationships in the classroom environment negatively influence students' fluency and originality in creativity. At the same time, teachers' evaluation and teaching methods positively affect the fluency of creativity. Thinking styles moderated the impact of the classroom environment on language creativity. This study identified four different moderating effects: the thinking styles matching the classroom environment can enhance language creativity, whereas the mismatched ones hinder it. However, matching would limit language creativity for individuals with creative thinking styles (e.g., legislative and anarchic thinking styles), while a mismatch can boost creative performance. The findings help educators understand students' creativity with different thinking styles in various classroom environments and provide individualized and effective strategies for optimizing educational environments and enhancing language creativity.
课堂环境对创造力的发展有显著影响。本研究考察了课堂环境对学生创造力的影响以及思维方式在这种关系中的调节作用。在本研究中，我们从六所中学招募了451名学生。使用中文创造力测试、课堂环境量表和思维方式量表收集数据。层次回归分析考察了思维方式对课堂环境与创造力之间关系的调节作用。结果表明，课堂环境中的同伴关系对学生创造力的流畅性和独创性有负面影响。同时，教师的评价和教学方法对创造力的流畅性有积极影响。思维方式调节了课堂环境对语言创造力的影响。本研究确定了四种不同的调节效应：与课堂环境相匹配的思维方式可以提高语言创造力，而不匹配的思维方式则会阻碍语言创造力。然而，对于具有创造性思维方式（如立法型和无政府型思维方式）的个体来说，匹配会限制语言创造力，而不匹配则可以提高创造性表现。这些发现有助于教育工作者了解不同课堂环境中具有不同思维方式的学生的创造力，并为优化教育环境和提高语言创造力提供个性化且有效的策略。
