Thinking Skills and Creativity最新文献

Exploring the effects of scaffolded reflective learning on student teachers' design performance and reflective thinking 探讨架式反思性学习对学生教师设计绩效和反思性思维的影响

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-23 DOI: 10.1016/j.tsc.2024.101709

Qingtang Liu , Yanli Wang , Yubei Chang

Solving design problems requires designers to engage in a continuous process of reflection, gradually clarifying the problem and seeking the optimal solution. Promoting student to reflect on their design solutions through well-designed reflective learning activities and scaffolding is a key approach to improving design performance. However, few empirical studies have explored the design of iterative reflective learning activities for design tasks and their impact on design performance and reflective thinking. Therefore, this study presented a scaffolded reflective thinking model based on previous research and implemented a three-stage reflective learning activity with different scaffolds at each stage to help student teachers solve an instructional design task. Thirty-three student teachers participated in the study. A mixed methods approach of content analysis, statistical analysis, and epistemic network analysis was used to analyze their instructional design artifacts and reflective journals to investigate student teachers' design performance and development of reflective thinking. The results showed significant improvements in the quality, fluency, originality, and elaboration of student teachers' instructional design artifacts. Their reflections focused mainly on task-related content and problems in the design artifacts. The progression of their reflective thinking from descriptive to dialogic reflection was evident, with more in-depth reflection on problems, content, and potential solutions observed in the later stages. In addition, this study revealed a positive correlation between student teachers’ reflective thinking and design performance and identified the three key roles of scaffolding in enhancing reflection and design performance. These findings highlight the importance of iterative reflective practice and scaffolding in solving design tasks and provide valuable educational implications for improving design performance.

解决设计问题需要设计师不断反思，逐步厘清问题，寻求最优解决方案。通过精心设计的反思性学习活动和脚手架来促进学生反思他们的设计解决方案是提高设计性能的关键方法。然而，很少有实证研究探讨设计任务的迭代反思性学习活动的设计及其对设计绩效和反思性思维的影响。因此，本研究在前人研究的基础上，提出了一种脚手架式反思思维模型，并实施了三阶段的反思性学习活动，每个阶段使用不同的脚手架来帮助见习教师解决教学设计任务。33名实习教师参与了这项研究。采用内容分析、统计分析和认知网络分析的混合方法来分析他们的教学设计工件和反思性期刊，以调查学生教师的设计绩效和反思性思维的发展。结果显示，学生教师的教学设计作品在质量、流畅性、独创性和精细化方面都有显著改善。他们的反思主要集中在与任务相关的内容和设计工件中的问题上。他们的反思性思维从描述性反思到对话性反思的进展是明显的，在后期对问题、内容和可能的解决方案进行了更深入的反思。此外，本研究发现学生教师的反思思维与设计绩效之间存在正相关关系，并确定了脚手架在提高反思和设计绩效方面的三个关键作用。这些发现强调了迭代反思性实践和脚手架在解决设计任务中的重要性，并为提高设计性能提供了有价值的教育意义。

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引用次数: 0

Physical Education Pre-Service Teachers as Design Thinkers: Exploring the Role of Divergent and Convergent Thinking and TPACK 体育职前教师作为设计思考者：探讨发散性、收敛性思维与TPACK的作用

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-22 DOI: 10.1016/j.tsc.2024.101698

Hung-Ying Lee , Chi-Yang Chung

A growing number of studies indicate the Design thinking (DT) can effectively contribute to teachers’ knowledge, and developing pre-service teachers’ 21st century competencies requires that teachers consider how to apply technological pedagogical and content knowledge (TPACK) through the DT process. The main purpose of this study was to investigate the DT of Chinese physical education pre-service teachers (PEPTs) and its relationships with TPACK. Two questionnaires were used to collect data from 316 pre-service teachers. The validity of the questionnaires were determined through confirmatory factor analysis. The findings showed significant positive correlations between all DT factors and TPACK. The path analysis showed that divergent thinking can predict technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. It is worth noting that convergent thinking was also found to predict technological content knowledge. These findings suggest DT plays a key role in enhancing PEPTs' TPACK, particularly through divergent thinking processes. This study highlights the importance of incorporating DT into physical education teacher education programs to foster PEPTs' ability to integrate technology effectively in the teaching practices.

越来越多的研究表明，设计思维（DT）可以有效地促进教师的知识，而培养职前教师的21世纪能力要求教师考虑如何通过设计思维过程应用技术教学和内容知识（TPACK）。本研究的主要目的是探讨中国体育职前教师的主观幸福感及其与主观幸福感的关系。采用两份问卷对316名职前教师进行问卷调查。通过验证性因子分析确定问卷的效度。结果表明，各DT因子与TPACK呈显著正相关。路径分析表明，发散思维可以预测技术内容知识、技术教学知识和技术教学内容知识。值得注意的是，收敛思维也被发现可以预测技术含量知识。这些发现表明，DT在增强pept的TPACK中起着关键作用，特别是通过发散性思维过程。本研究强调将资讯科技融入体育教师教育计划，以培养体育教师在教学实践中有效整合科技的能力。

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引用次数: 0

How does supervisor support impact Chinese graduate students’ research creativity through research self-efficacy and intrinsic motivation? – A multi-group analysis 导师支持如何通过研究自我效能感和内在动机影响中国研究生的研究创造力？-多组分析

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-22 DOI: 10.1016/j.tsc.2024.101700

Shilong Li , Jinyan Huang , Shahbaz Hussain , Yaxin Dong

This study utilized a structural equation modeling approach to investigate the influence of supervisor support on Chinese graduate students’ research creativity, mediated by research self-efficacy and intrinsic motivation. The sample comprised 1781 graduate students from 42 Chinese universities. Data were gathered using a 33-item five-point Likert scale survey to gauge perceptions of supervisor support (spanning academic, personal, and autonomy facets), research self-efficacy, intrinsic motivation, and research creativity. The study specifically probed how research self-efficacy and intrinsic motivation acted as mediators in the relationship between the three types of supervisor support and research creativity. Additionally, potential differences in the structural equation model based on gender (male vs. female) and academic major (arts vs. sciences) were examined. Results showed that both self-efficacy and intrinsic motivation had a notable impact on research creativity. Furthermore, all three types of supervisor support exerted direct effects on research creativity. Research self-efficacy and intrinsic motivation served as partial mediators between supervisor support and research creativity. No significant model differences were found between genders or academic majors. Practically, it suggests that institutions should foster supportive environments to boost students’ confidence and autonomy, leading to greater creative output.

本研究采用结构方程模型研究了导师支持在科研自我效能感和内在动机的中介作用下对中国研究生科研创造力的影响。样本包括来自中国42所大学的1781名研究生。数据收集使用33项五点李克特量表调查，以衡量对导师支持（跨越学术，个人和自主方面），研究自我效能，内在动机和研究创造力的看法。本研究具体探讨了研究自我效能感和内在动机如何在三种类型的导师支持与研究创造力之间的关系中起中介作用。此外，基于性别（男性vs女性）和学术专业（文科vs理科）的结构方程模型的潜在差异进行了检验。结果表明，自我效能感和内在动机对科研创造力均有显著影响。此外，这三种类型的导师支持都对研究创造力有直接影响。研究自我效能感和内在动机在导师支持与研究创造力之间起部分中介作用。在性别和专业之间没有发现显著的模型差异。实际上，它建议学校应该营造支持性的环境，以增强学生的信心和自主性，从而产生更大的创造性产出。

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引用次数: 0

The impact of environmental knowledge on the creativity of architectural designs: A study on master of “Energy in Architecture” students in Iran 环境知识对建筑设计创意的影响：对伊朗 "建筑能源 "专业硕士生的研究

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-20 DOI: 10.1016/j.tsc.2024.101693

Hamid Kashefiyeh, Hamed Beyti, Leila Medghalchi, Farzin Haghparast

One of the most important factors in every design process is the simultaneous presence and combination of creativity and knowledge. Regarding architecture, creativity is the core component that could be supplemented through environmental knowledge. Although future architects should be able to resolve prevalent ecological problems creatively, the fundamental role of creativity in addressing ecological problems has been of little focus. To date, despite the significance of the topic, little effort has been made to examine the relationship between creativity and environmental knowledge. After a comprehensive literature review, this empirical and quantitative study used the Consensual Assessment Technique to investigate the impact of environmental knowledge on the creativity of architectural designs and the Torrance Test of Creative Thinking to assess the individual creativity of the participants. The participants were 80 graduate students, half of whom were studying for a master's degree in “Energy in Architecture” and the other half majoring in a master's degree in “Architecture” program. The results demonstrate that the architectural designs of the graduate students in the Master of “Energy in Architecture” program who receive and possess the specified type of environmental knowledge derive less advantage from the defined criteria of creativity. Moreover, the more these students advance academically, the worse this situation gets. However, this integration draws students' attention more to the technical aspects of architectural design. The findings of this research have remarkable implications for all the authorities who are involved in fostering environmental knowledge in the architecture curricula.

在每一个设计过程中，最重要的因素之一就是创意和知识的同时存在和结合。就建筑而言，创造力是可以通过环境知识加以补充的核心要素。虽然未来的建筑师应该能够创造性地解决普遍存在的生态问题，但创造性在解决生态问题中的基本作用却很少受到关注。迄今为止，尽管这一主题非常重要，但很少有人努力研究创造力与环境知识之间的关系。在进行了全面的文献综述之后，这项实证定量研究采用了 "共识评估技术 "来调查环境知识对建筑设计创造力的影响，并采用 "托伦斯创造性思维测试 "来评估参与者的个人创造力。参与者为 80 名研究生，其中一半攻读 "建筑能源 "硕士学位，另一半主修 "建筑学 "硕士学位。研究结果表明，接受并掌握特定类型环境知识的 "建筑能源 "专业硕士研究生的建筑设计在规定的创造性标准方面优势较小。而且，这些学生的学术水平越高，这种情况就越严重。然而，这种整合使学生更加关注建筑设计的技术层面。这项研究的结果对所有参与在建筑课程中培养环境知识的权威人士都具有重要意义。

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引用次数: 0

The interactive effect of integral and incidental emotions on creative metaphor performance 整体情绪和偶然情绪对创造性隐喻表现的交互影响

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-20 DOI: 10.1016/j.tsc.2024.101683

Xingwen Liu , Haiying Long , Weiguo Pang

Prior research on the relationship between emotion and creativity has mostly focused on the influence of incidental emotions on creative performance. The present study aimed to explore how incidental and integral emotions interact to influence the generation of creative metaphors from the perspective of the affect priming theory. In the study, we applied video clips to induce participants’ positive or negative incidental emotions while selecting metaphors that ask participants to describe personal emotional experiences with positive or negative valence to manipulate integral emotions. Participants generated several metaphors immediately after watching the video clips. The study found that participants who watched happy (sad) videos generated the most creative metaphors when expressing positive (negative) emotional experiences, which suggests that integral and incidental emotions interact to influence the generation of creative metaphors through the emotion congruency effect. The results are further discussed from the perspective of affect priming theory.

以往关于情绪与创造力之间关系的研究大多集中于偶然情绪对创造力表现的影响。本研究旨在从情感引物理论的角度，探讨偶然情感和整体情感如何相互作用，影响创造性隐喻的产生。在研究中，我们使用视频剪辑来诱发被试的积极或消极偶发情绪，同时选择要求被试描述个人积极或消极情绪体验的隐喻来操纵整体情绪。参与者在观看视频片段后立即产生了多个隐喻。研究发现，观看快乐（悲伤）视频的参与者在表达积极（消极）情绪体验时产生的隐喻最有创意，这表明整体情绪和附带情绪通过情绪一致性效应相互作用，影响了创意隐喻的产生。我们将从情感引物理论的角度进一步讨论这些结果。

引用次数: 0

Assessing creativity in basketball performance using game theory 利用博弈论评估篮球表演中的创造力

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-18 DOI: 10.1016/j.tsc.2024.101696

Zahra Shariati, Rasoul Yaali, Abbas Bahram

Creativity is a fundamental element in sports performance, impacting player strategies and outcomes. In this study, we introduce a novel approach to measure players' creativity in basketball using game theory. We observed 50 basketball players aged 18–30, meticulously recording their offensive and defensive strategies during gameplay. Our methodology encompassed two stages: capturing the creative solutions employed by each player to score and assessing the probability of deploying these solutions. Additionally, expert evaluators employed observational methodology (OM) to evaluate player creativity independently, allowing for a comparative analysis between the game theory and OM methods. Our findings reveal a significant correlation between creativity scores obtained through the game theory evaluation method and those derived from the observational method (p < 0.05). This correlation underscores the potential of game theory as an alternative and ecologically valid assessment tool for creativity in the context of basketball performance.

创造力是体育成绩的基本要素，影响着球员的策略和结果。在本研究中，我们引入了一种新方法，利用博弈论来衡量篮球运动员的创造力。我们观察了 50 名 18-30 岁的篮球运动员，细致记录了他们在比赛中的进攻和防守策略。我们的方法包括两个阶段：捕捉每位球员为得分而采用的创造性解决方案，以及评估采用这些解决方案的概率。此外，专家评估员采用观察法（OM）独立评估球员的创造力，以便对博弈论和 OM 方法进行比较分析。我们的研究结果表明，通过游戏理论评估方法获得的创造力得分与通过观察方法获得的创造力得分之间存在明显的相关性（p < 0.05）。这种相关性凸显了游戏理论作为另一种有效的创造力评估工具的潜力。

引用次数: 0

An exploration of transformative learning experiences among past and current technological university students in Ireland 对爱尔兰理工科大学生转型学习经历的探索

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-17 DOI: 10.1016/j.tsc.2024.101681

Christopher P. Dwyer, Niall Seery

Third-level education can have many impacts on students, including those regarding knowledge transfer and those pertinent to gaining the skills necessary for future employment. However, the potential for transformative learning is often overlooked, despite the potential for a variety of positive, associated effects on students. Moreover, transformative learning may represent an important indicator of impact, particularly in the recently established Irish TU sector. The current research acknowledges this potential and surveyed 1,232 current students and graduates from one such technological university via and adapted version of the Learning Activities Survey. Such survey ‘provided a voice’ to students with regards to the potential impact their education has had and evaluated previously established claims of this particular institution's teaching impact and student-centredness. Specifically, the study aimed to explore both the frequency and nature of the TL (e.g. factors influencing it), as experienced by current and past students. Results corroborated previous research on technological university impact, revealing that: 77% of respondents had experienced some form of TL and that 37% experienced what was found to be ‘explicit TL’ (i.e. the learner explicitly recognises or acknowledges some transformation as having been contributed to by a particular experience) – both of which being significantly more than those who did not report a TL experience. Results also revealed that explicit TL was primarily influenced by lecturer support and active learning activities; and was more commonly found within the graduate cohort. Results and recommendations for future research are discussed in light of extant theory and research. This research provides important considerations for future conceptualisation efforts regarding not only TL and it assessment, but also impact in the Irish TU sector and third-level education more broadly.

第三级教育可以对学生产生许多影响，包括知识传授和获得未来就业所需技能方面的影响。然而，变革性学习的潜力往往被忽视，尽管它可能对学生产生各种积极的相关影响。此外，变革性学习可能是衡量影响力的一个重要指标，特别是在最近成立的爱尔兰师范大学部门。当前的研究承认了这一潜力，并通过改编版的学习活动调查对一所科技大学的 1232 名在校生和毕业生进行了调查。这项调查 "让 "学生了解了他们的教育所产生的潜在影响，并对这所特定院校以前所宣称的教学影响力和以学生为中心的理念进行了评估。具体而言，该研究旨在探索在校生和往届学生所经历的教学活动的频率和性质（如影响因素）。研究结果表明，77%的受访者曾在某种程度上体验过 "以学生为中心"：77%的受访者经历过某种形式的学习体验，37%的受访者经历过 "明确的学习体验"（即学习者明确认识到或承认某些转变是由特定体验促成的）--这两个比例都明显高于未报告学习体验的受访者。研究结果还显示，明确的转变体验主要受到讲师支持和积极学习活动的影响，而且在研究生群体中更为常见。根据现有的理论和研究，对研究结果和未来研究建议进行了讨论。这项研究不仅为今后有关TL及其评估的概念化工作提供了重要的考虑因素，而且还对爱尔兰师范大学部门和更广泛的第三级教育产生了影响。

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引用次数: 0

Exploring and validating the componential model of students’ scientific critical thinking in science education 探索和验证科学教育中学生科学批判性思维的构成模式

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-17 DOI: 10.1016/j.tsc.2024.101695

Xinyang Hu, Hualin Bi

Critical thinking (CT) is an essential 21st-century skill and a key competence. In recent years, the importance of scientific critical thinking (SCT) in scientific literacy has been increasingly emphasized in science education. However, the SCT componential model has not been thoroughly explored or empirically tested. Based on an exploratory sequential design, an inductive content analysis was conducted from the descriptions of SCT-related literature to construct a componential model of SCT, which was validated through expert focus group interviews. Subsequently, survey data on SCT were collected from 1041 high school students in China. The subcomponents (1) scientific critical thinking skills (SCTS), (2) scientific critical thinking dispositions (SCTD), and (3) scientific critical thinking background knowledge (SCTBK) were quantitatively validated using exploratory and confirmatory factor analyses. The questionnaire related to these three components of SCT had satisfactory reliability and validity, demonstrating the compositional nature of the model. Finally, we developed a compositional model including three components and 11 subcomponents. The SCT componential model provides detailed conceptual indicators for each subcomponent, providing a theoretical basis for measuring SCT.

批判性思维（Critical Thinking，CT）是 21 世纪的一项基本技能和关键能力。近年来，科学教育越来越强调科学批判性思维（SCT）在科学素养中的重要性。然而，SCT 要素模型尚未得到深入探讨和实证检验。基于探索性顺序设计，我们对与 SCT 相关的文献描述进行了归纳性内容分析，构建了 SCT 要素模型，并通过专家焦点小组访谈对该模型进行了验证。随后，收集了 1041 名中国高中生的 SCT 调查数据。通过探索性和确认性因子分析，定量验证了(1) 科学批判性思维技能（SCTS）、(2) 科学批判性思维处置（SCTD）和(3) 科学批判性思维背景知识（SCTBK）这三个子要素。与这三个 SCT 要素相关的问卷具有令人满意的信度和效度，证明了该模型的组成性质。最后，我们建立了一个包括三个成分和 11 个子成分的成分模型。SCT 成分模型为每个子成分提供了详细的概念指标，为测量 SCT 提供了理论基础。

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引用次数: 0

Influence of manipulating pitch size and game format in small-sided soccer games on tactical creativity and exploratory behavior of young players 在小型足球比赛中操纵场地大小和比赛形式对青少年球员战术创造力和探索行为的影响

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-15 DOI: 10.1016/j.tsc.2024.101690

Lucas Shoiti Carvalho Ueda , Rodrigo Aquino , Cristiano Zarbato Morais , Bruno Bedo , Anderson Santiago Teixeira , Juliano Fernandes da Silva , Paulo Henrique Borges

This study analyzed the influence of manipulating the pitch size and the game format in small-sided soccer games on the tactical creativity and exploratory behavior of young players. Thirty-six young players (10.79 ± 0.60 yrs) from the U-10 and U-11 team of a professional soccer club from Brazil participated in the study. Players were recorded during 2 periods of 4 min in four conditions: SSG_4v4-Small, SSG_4v4-Large, SSG_5v5-Small and SSG_5v5-Large. The small configurations had a relative area of 64.80m²/player while the large ones were 272.80m²/player. Tactical creativity of players was analyzed through notational analysis using CBATS matrix, while GPS positional data were used to analyze exploratory behavior (“major range” and “spatial exploration index”). GEE was used to compare creativity in games and exploratory behavior in the different structural configurations of small-sided games. Greater emergence of fluency and versatility in the GK + 4v4 + GK game was observed (p< 0.05). Originality was higher in the two GK + 4v4 + GK games compared to GK + 5v5 + GK (p< 0.05). Variables of exploratory behavior were higher in games played on larger fields (p< 0.01). The addition or reduction of one element in each team is significant for obtaining different creativity values in matches.

本研究分析了在小型足球比赛中操纵场地大小和比赛形式对青少年球员战术创造力和探索行为的影响。来自巴西一家职业足球俱乐部 U-10 和 U-11 队的 36 名年轻球员（10.79 ± 0.60 岁）参加了研究。研究人员在四种条件下对球员进行了 2 个 4 分钟的记录：SSG4v4-小、SSG4v4-大、SSG5v5-小和 SSG5v5-大。小型配置的相对面积为 64.80 平方米/人，大型配置为 272.80 平方米/人。通过使用 CBATS 矩阵进行符号分析来分析球员的战术创造力，同时使用 GPS 定位数据分析探索行为（"主要范围 "和 "空间探索指数"）。GEE 被用来比较比赛中的创造性和在不同结构配置的小型比赛中的探索行为。在 GK + 4v4 + GK 游戏中观察到了更高的流畅性和多变性（p< 0.05）。与 GK + 5v5 + GK 相比，GK + 4v4 + GK 两种游戏的原创性更高（p< 0.05）。在较大场地进行的比赛中，探索行为的变量更高（p< 0.01）。每支球队增加或减少一个元素对于在比赛中获得不同的创造力值具有重要意义。

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引用次数: 0

When the creative well dries up–burnout syndrome and art block in artists’ sample 当创作之井干涸--艺术家样本中的倦怠综合症和艺术障碍

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-14 DOI: 10.1016/j.tsc.2024.101692

Karolina Głaziewicz, Krystyna Golonka

The aim of this study is to explore burnout syndrome among visual artists from the perspective of art block, stressing the role of perfectionism and emotion regulation strategies. The study was divided into two phases: the first was dedicated to developing the Art Block Scale (ABS) to measure levels of perceived art block; the aim of the second phase was to assess the psychometric properties of ABS and analyze the relationships between art block and stress-related constructs. The sample consisted of 532 visual artists (249 participants in the 1st phase and 282 in the 2nd phase). Besides ABS, the Adaptive and Maladaptive Perfectionism Questionnaire (AMPQ), the Oldenburg Burnout Inventory (OLBI) and the Cognitive Emotion Regulation Strategies Questionnaire (CERQ) were used in the study. The results indicate good psychometric characteristics of ABS (Cronbach alpha: 0.79) and a strong correlation between art block and burnout exhaustion (rho = 0.84; p < 0.001). A significant correlation was observed between art block and perfectionism, especially maladaptive perfectionism (rho = 0.59; p < 0.01). Moreover, art block was significantly associated with the following cognitive emotion regulation strategies: self-blame, rumination, catastrophizing, positive refocusing, positive reappraisal and refocus on planning. The results of this study suggest that art block may be an important construct in burnout research on the artist population. In addition, the Art Block Scale appears to be a promising tool for future research on samples of artists.

本研究旨在从艺术阻碍的角度探讨视觉艺术家的职业倦怠综合症，强调完美主义和情绪调节策略的作用。研究分为两个阶段：第一阶段致力于开发艺术阻滞量表（ABS），以测量感知到的艺术阻滞水平；第二阶段的目的是评估艺术阻滞量表的心理测量特性，并分析艺术阻滞与压力相关建构之间的关系。样本包括 532 名视觉艺术家（第一阶段 249 人，第二阶段 282 人）。除 ABS 外，研究还使用了适应性和适应不良完美主义问卷（AMPQ）、奥登堡职业倦怠量表（OLBI）和认知情绪调节策略问卷（CERQ）。结果表明，ABS 具有良好的心理测量特征（Cronbach alpha：0.79），艺术阻滞与职业倦怠耗竭之间具有很强的相关性（rho = 0.84; p <0.001）。艺术阻滞与完美主义，尤其是适应不良的完美主义之间存在明显的相关性（rho = 0.59; p <0.01）。此外，艺术阻滞与以下认知情绪调节策略有明显相关：自责、反刍、灾难化、积极重新聚焦、积极重新评价和重新聚焦于计划。这项研究结果表明，艺术阻滞可能是艺术家群体职业倦怠研究中的一个重要结构。此外，艺术阻滞量表似乎是未来对艺术家样本进行研究的一个很有前途的工具。

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引用次数: 0