{"title":"“创新”教学的力量:一种元分析评价","authors":"Xing Wei , Wangbing Shen , Haiying Long , Fang Lu","doi":"10.1016/j.lmot.2023.101945","DOIUrl":null,"url":null,"abstract":"<div><p>The “be creative” instruction has been reported to improve individuals’ creativity. However, this “be creative” effect has seldom been examined alone in a synthesis study. This study bridged this gap in the literature and conducted a meta-analysis that examines the “be creative” effect on different dimensions of creativity, using the quality and/or quantity of creative solutions, the focus of the instruction, and control group instructions as the moderators. Results showed that the “be creative” instruction had a moderate effect on creativity (<em>d</em> =.69, <em>p</em> < 0.001) and a significant effect on originality (<em>d</em> =.79, <em>p</em> < 0.001) but no effect on fluency (<em>d</em> =.06, <em>p</em> > 0.1) or flexibility (<em>d</em> =.48, <em>p</em> > 0.1) of the products. Meta-regression analyses revealed the specific roles of the moderators in different situations. Implications of these results for educational settings are considered.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"85 ","pages":"Article 101945"},"PeriodicalIF":1.7000,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The power of the “be creative” instruction: A meta-analytical evaluation\",\"authors\":\"Xing Wei , Wangbing Shen , Haiying Long , Fang Lu\",\"doi\":\"10.1016/j.lmot.2023.101945\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The “be creative” instruction has been reported to improve individuals’ creativity. However, this “be creative” effect has seldom been examined alone in a synthesis study. This study bridged this gap in the literature and conducted a meta-analysis that examines the “be creative” effect on different dimensions of creativity, using the quality and/or quantity of creative solutions, the focus of the instruction, and control group instructions as the moderators. Results showed that the “be creative” instruction had a moderate effect on creativity (<em>d</em> =.69, <em>p</em> < 0.001) and a significant effect on originality (<em>d</em> =.79, <em>p</em> < 0.001) but no effect on fluency (<em>d</em> =.06, <em>p</em> > 0.1) or flexibility (<em>d</em> =.48, <em>p</em> > 0.1) of the products. Meta-regression analyses revealed the specific roles of the moderators in different situations. Implications of these results for educational settings are considered.</p></div>\",\"PeriodicalId\":47305,\"journal\":{\"name\":\"Learning and Motivation\",\"volume\":\"85 \",\"pages\":\"Article 101945\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2023-11-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Motivation\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0023969023000760\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, BIOLOGICAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Motivation","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0023969023000760","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, BIOLOGICAL","Score":null,"Total":0}
引用次数: 0
摘要
据报道，“要有创造力”的教学可以提高个人的创造力。然而，这种“有创造力”的效果很少在综合研究中单独进行检验。本研究填补了文献中的这一空白，并进行了一项荟萃分析，以创造性解决方案的质量和/或数量、指导的重点和对照组指导作为调节因素，研究了“创造性”对创造力不同维度的影响。结果显示，“要有创造力”教学对学生的创造力有中等程度的影响(d =。69, p <0.001)，对独创性有显著影响(d =。79、p <0.001)，但对流畅性没有影响(d =。06, p >0.1)或灵活性(d =。48、p >0.1)的产品。元回归分析揭示了不同情境下调节因子的具体作用。考虑了这些结果对教育环境的影响。
The power of the “be creative” instruction: A meta-analytical evaluation
The “be creative” instruction has been reported to improve individuals’ creativity. However, this “be creative” effect has seldom been examined alone in a synthesis study. This study bridged this gap in the literature and conducted a meta-analysis that examines the “be creative” effect on different dimensions of creativity, using the quality and/or quantity of creative solutions, the focus of the instruction, and control group instructions as the moderators. Results showed that the “be creative” instruction had a moderate effect on creativity (d =.69, p < 0.001) and a significant effect on originality (d =.79, p < 0.001) but no effect on fluency (d =.06, p > 0.1) or flexibility (d =.48, p > 0.1) of the products. Meta-regression analyses revealed the specific roles of the moderators in different situations. Implications of these results for educational settings are considered.
期刊介绍：
Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.
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