The Relationship Among High-grade Primary Students' Family Environment, Creative Self-efficacy And Creativity

The promotion of creativity is one of the most important factors in the progress of times, and the training of children's creativity is related to a country's future competitiveness. Research has already indicated that the family is one of the main environments to nurture children's creativity, and the role of family has both direct and indirect effects to creativity's development. Since the concept of creative self-efficacy has been theorized since 2002, it had attracted the attention of many researchers. Enlightened by much causal research between self-efficacy and action, this study introduced the variable"children's creative self-efficacy"into the relationship between family environments and creativity, and explored the mechanism that how the environment influenced the behavior.The present study firstly investigated 365 primary school students, and the family environment scale and the creative self-efficacy scale were amended to fit this study. Then with the survey method, the study investigated 473 primary school students, to examine the characteristics and relationships among family environment, creative self-efficacy and creativity. The main conclusions are as follows:1. In terms of creative personality, the four dimensions had significantly differences, which from the low to the high was challenging, curiosity, adventuring and imagination. In terms of adventuring and challenging, girls had higher scores than boys, in terms of curiosity and imagination, the scores of boys and girls had no significant differences between them. In terms of the four dimensions, the sixth grade students had higher scores than fifth grade students. In terms of curiosity, there was interaction between sex and grade. Sample effect showed that the scores of boys were higher than those of girls in sixth grade, the scores of girls were higher than those of boys in fifth grade.2. In terms of creative thinking, the five dimensions had significantly differences, which from the low to the high were generalizing, opening, elaboration, originality, fluency. There were evidently sexual differences on the fluency, elaboration, opening and total creative thinking scores. In terms of the generalizing, the scores of girls were higher than those of boys. In terms of originality, the scores of boys were higher than those of girls. In terms of abstractness of titles, opening and total creative thinking scores had significant differences; the scores of fifth grade students were higher than those of sixth grade students.3. In terms of creative self-efficacy, the three dimensions had significantly differences, which from the low to the high were confront negative judgment strategies, creative products strategies, and creative thinking strategies. In terms of creative self-efficacy's three dimensions and total scores, there were significant differences on sexual; the scores of girls were higher than those of boys. In terms of creative products strategies and the total scores, there were significant differences on grade, the scores of sixth grade students were higher than those of fifth grade students. But in terms of confront negative judgment strategies; the scores of fifth grade students were higher than those of sixth grade students.4. The high-grade primary school students'family environment, creative self-efficacy and their creative personality were positively related. The knowledgeable of children's family environment, creative self-efficacy and originality were positively related. The control of children's family environment, creative self-efficacy and opening had significant related. Creative thinking and family environment had no relation.5. Creative self-efficacy had completely mediator effect between the high-grade primary school students'family environment and their creativity personality. Creative self-efficacy had completed mediator effect between the knowledgeable of high-grade primary school students'family environment and their creativity originality. Creative self-efficacy had completed mediator effect between the knowledgeable of high-grade primary school students'family environment and their creativity.