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題名：調整焦點動機、成功預期對創造力與批判性思考的影響
書刊名：教育心理學報
作者：張旭中／邱發忠 引用關係／陳學志 引用關係／徐芝君
作者(外文)：Chang, Hsu-chung／Chiu, Fa-chung／Chen, Hsueh-chih／Hsu, Chih-chun
出版日期：2011
卷期：43:2
頁次：頁499-520
主題關鍵詞：目標成功預期；促進焦點；批判性思考；預防焦點；創造力；Creativity；Critical thinking；Expectancy to success；Prevention focus；Promotion focus
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:45
  • 點閱點閱:70
本研究目的在探究調整焦點動機對創造性、批判性思考表現的影響，及成功預期調節調整焦點動機與創造力、批判性思考間的關係。在實驗一，58位參與者分別被誘發促進焦點、預防焦點及中性狀況。之後，進行創造性和批判性思考作業。結果發現經促進焦點誘發後會提升創造表現，而預防焦點則提升批判思考表現。在實驗二A中，72位參與者被分別操弄促進/高預期、促進/低預期、預防/高預期、預防/低預期及中性狀況。結果在促進焦點狀況下，高預期組在創造力上的表現高於低預期狀況。在實驗二B中，70位參與者被隨機分派至如同實驗二A的五個狀況，然而，調整焦點動機的操弄方式同實驗一。結果發現在預防焦點狀況下，低成功預期狀況在批判性思考表現上高於高成功預期狀況；在低預期狀況下，預防焦點在批判性思考表現大於促進焦點狀況。綜合上述可知，促進焦點會提升創造表現，而預防焦點會提升批判性思考表現，此外，調整焦點動機會調節調整焦點動機與創造力與批判性思考表現間的關係。
The purposes of this study were to explore the effect of regulatory focus on creativity and critical thinking, and whether the expectancy to success moderates the relationship between the regulatory focus and creativity and critical thinking. In experiment 1, participants (N = 58) were randomly assigned to one of three conditions. To manipulate the promotion, prevention, and neutral conditions, participants in the promotion focus condition were asked to complete imaginative aggressive task, and participants in the prevention focus condition were asked to complete imaginative defensive task, and participants in the neutral condition were asked to read psychological article and then writing it out. After completing the respective task, participants in all conditions filled out the Remote Association Test and Critical Thinking Test. Results indicated that promotion focus motivation priming can promote creative thinking, while prevention focus motivation can promote critical thinking. In experiment 2A, participants (N = 72) were randomly assigned to “promotion and high expectancy,” “promotion and low expectancy,” “prevention and high expectancy,”“prevention and low expectancy,” and control conditions. Under the promotion focus condition, high expectancy group scored higher on creativity than low expectancy group. In experiment 2B, participants (N = 72) were randomly assigned to the same 5 conditions as in 2A; however, the method of inducing regulatory focus was the same as that in Experiment 1. Results show that under the prevention focus condition , the critical thinking performance of the low expectancy is higher than the high expectancy, and under the low expectancy, the prevention focus is higher than promotion focus. In sum, promotion focus motivation priming can promote creative thinking, whereas the prevention focus motivation can promote critical thinking. In addition, the expectancy to success moderates the relationship between the regulatory focus and creativity and critical thinking.
Other
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期刊論文
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18.邱發忠、陳學志、徐芝君、吳相儀、卓淑玲(20080600)。內隱與外顯因素對創造作業表現的影響。中華心理學刊，50(2)，125-145。new window  延伸查詢new window
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研究報告
1.吳靜吉、陳甫彥、郭俊賢、林偉文、劉士豪、陳玉樺(1998)。新編創造思考測驗研究。臺北市：吳靜吉學術交流基金會。  延伸查詢new window
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4.Isaksen, S. G.、Dorval, K. B.、Treffinger, D. J.(1994)。Creative Approaches to Problem Solving。Creative Approaches to Problem Solving。Dubuque, IA：Kendall Hunt Publishing Company。  new window
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8.Paul, Richard W.(1995)。Critical Thinking: How to Prepare Students for a Rapidly Changing World。Santa Rosa, CA：Foundation for Critical Thinking。  new window
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圖書論文
1.Ennis, R. H.(1987)。A taxonomy of critical thinking disposition and abilities。Teaching thinking skills。New York：Freeman。  new window
2.Sinclair, R. C.、Mark, M. M.(1992)。The Influence of Mood State on Judgment and Action: Effects on Persuasion Categorization, Social Justice, Person Perception, and Judgmental Accuracy。The Construction of Social Judgments。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
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