The Relationships Among Motivating Style, Motivation Regulation And Creativity

Motivation factor has an important role in the activities of creativity. As a drivingforce of personality, on the one hand, it promoting the creation through personalitycharacteristics, on the other hand, it acts as a direct impetus to the promotion of creativeactivities started. Motivating style as motivation orientations of children's "importantothers" which is important for children's motivation formation and creativitydevelopment whether in the situation of activities or daily life. Combine the currentdevelopment of motivation theory by self-determination theory and the research progressof creativity motivation, present study explored the relationships among motivatingstyle,motivation regulation and creativity. The tested data from the former 87 Grade 5students, and latter 334 grade 5-6 students, used both empirical and questionnairesresearch. The main finding are as follows:1, In the experiment, students with autonomy oriented motivating style have higherscores in each item and total of creative thinking test than students with control orientedmotivating style;students with intrinsic regulation have higher scores in elaboration thanstudents with extrinsic regulation.2, For the motivating style in the high-grade primary school students, fifth gradestudents have more autonomy oriented motivating style than sixth grade students;whilegirls have more autonomy oriented motivating style than boys.3, For the motivation regulation, fifth grade students have higher scores in externalregulation and intrinsic motivation than sixth grade students;sixth grade students havehigher scores in identified regulation than fifth grade students;while there has interactionbetween grade and gender in identified regulation, fifth grade boys lower than girls andsixth grade boys higher than girls. 4, In terms of creative thinking, on the item of the fluency, the abstractness of titles,and total creative thinking scores, fifth grade students have higher scores than sixth gradestudents;in terms of creative personality, girls have higher scores than boys on the itemof adventuring and challenging;while fifth grade students have higher scores than sixthgrade on the item of imagination and challenging.5, Motivating style has close relations with students' motivation regulation: highlycontrolling style was positively correlated with extrinsic regulation motivation, whileautonomy oriented motivating style was positively correlated with intrinsic regulationmotivation.6, highly controlling motivating style was positively correlated with originality,curiosity, challenging;moderately controlling motivating style was positivelycorrelated with adventuring, curiosity, challenging;moderately autonomousmotivating style was positively correlated with fluency, elaboration, total score ofcreativity thinking, adventuring, curiosity, imagination, challenging;highly autonomousmotivating style was positively correlated with fluency, total score of creativity thinking,adventuring, challenging;external regulation was positively correlated with curiosity,imagination;introjected regulation was positively correlated with adventuring, curiosity,imagination, challenging;identified regulation was positively correlated with fluency,total score of creativity thinking, adventuring, curiosity, challenging;intrinsic motivationwas positively correlated with fluency, total score of creativity thinking, adventuring,curiosity, imagination, challenging.7, Motivating style framing on creativity was mediated by motivation regulation withthe representation that autonomy motivating style framing on creativity was mediated byinternal motivation regulation.The present study provided a new perspective to the development of creativitymotivation and some theoretical basis guiding ideas to the development of creativity .