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The Relationship between Motivation Regulation and Creativity

Author: WangYan
Tutor: ZhangJingHuan
School: Shandong Normal University
Course: Developmental and Educational Psychology
Keywords: creativity motivation regulation parenting
CLC: G78
Type: Master's thesis
Year: 2011
Downloads: 195
Quote: 1
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Abstract

In recent years, research on creativity has transferred its focus from individual development to the social environments in which creativity occurs, individual creativity development is not only inseparable from the development of individual factors, but also inseparable from family environment. Parents are children’s first teachers, the impact of parents on children can not be ignored. The motives of different individuals are not the same, some individuals tend to autonomas motivation regulation, some individuals tend to controlled motivation regulation. As to individuals with different motivation regulation, their reactions to social environment are different, that is, if parents differently participate in children’s daily activities and have different levels of autonomy support, their children will have different creativity performance. Therefore, this research will examine the inflence of parenting factors from family environment and personal motivation regulation on middle school students.Firstly,388 middle school students were measured orderly to revise The Perceptions of parents (POPS) and Academic Self-Regulation Questionnaire (SRO-A), in order to let it situated to middle school students. Then using the two two revised questionnaires(POPS and SRQ-A), we investigated 651 middle school students in order to examine the characteristics and relationships among parenting, motivation regulation and creativity. The main statistic methods we used in this study are ANOVA, MANOVA, Correlation analysis, and Regression analysis.The main conclusions of this study are as follows:1. On controlling motivation dimension, had no significant gender differences, had significant grade differences. In addition, the interaction between gender and grade was significant, to be specific, the controlling motivation of junior middle school girls’ was significantly lower than high school girls’; On autonomous motivation dimension, had no significant gender differences, had significant grade differences. In addition, the interaction between gender and grade was significant, to be specific, the autonomous motivation of junior middle school boys was significantly higher than high school boys’, the autonomous motivation of junior middle school girls was significantly higher than high school girls’.2. In each dimension of parenting, only the dimension of the father autonomy support had significant gender differences, specifically, girls’father autonomy support was significantly higher than boy’s, the other dimensions did not exist gender differences; Both mother’s and father’s involvement existed significant grade differences, the two dimensions both performed that junior middle school students’ score was significantly higher than high middle school students’, mother autonomy support and father autonomy support dimensions did not exist grade differences.3. Mother involvement and mother autonomy support were both positively correlated with creativity and its three dimensions, father involvement was positively correlated with creativity/fluency and flexibility, father autonomy support had no significant correlation with creativity and its three dimensions; controlled motivation regulation had no significant correlation with creativity and its three dimensions, autonomous motivation was positively correlated with creativity and its three dimensions. Also, autonomous motivation was positively predicted creativity and its three dimensions, and controlled motivation could not significantly predict creativity and its three dimensions.4. Mother involvement moderated the relationship between autonomous motivation and originality, to be specific, middle school students who perceived low mother involvement, their autonomous motivation did not significantly predicted originality, but for middle school students who perceived high mother involvement, their autonomous motivation significantly predicted originality.5. Mother autonomy support moderated the relationship between autonomous motivation and originality, to be specific, middle school students who perceived low mother autonomy support, their autonomous motivation significantly predicted originality, and middle school students who perceived high mother autonomy support, their autonomous motivation also significantly predicted originality; 6. Father autonomy support moderated the relationship between autonomous motivation and creativity, to be specific, middle school students who perceived low father autonomy support, their autonomous motivation did not significantly predicted creativity, but for middle school students who perceived high father autonomy support, their autonomous motivation significantly predicted creativity;7. Father autonomy support moderated the relationship between autonomous motivation and originality, to be specific, middle school students who perceived low father autonomy support, their autonomous motivation did not significantly predicted originality, but for middle school students who perceived high father autonomy support, their autonomous motivation significantly predicted originality.

The Relationship between Motivation Regulation and Creativity

Abstract

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