The Influence Of Reward On Pupils' Creative Thinking: The Regulating Role Of Autonomy Motivation

Creativity is the core competitiveness of a country,the core issue of education and scientific research,and the important premise of building an innovative country in China.Cultivating students' creativity is not only beneficial to students' future development,but also of great significance for China to build an innovative country.This study takes primary school fourth grade students as the research object,explores the influence of rewards on fourth grade students' creative thinking,and discusses the moderating effect of autonomous motivation between rewards and creative thinking.The research adopts the method of combining quantitative research and qualitative research.The first study was a quantitative research.Six classes were randomly selected from fourteen classes in the fourth grade of a primary school in Shijiazhuang City,and were divided into two groups: one group had reward group,the other group had no reward group.Jointly distributed the Torrance Creative thinking Test and the academic self-regulation questionnaire.The results showed that: 1.Rewards had a positive effect on creative thinking,with rewards,the fourth grade students had better performance in creative thinking originality dimension and total score,and there was no significant difference in fluency and flexibility dimension;2.No matter in the case of reward or no reward,students with high level of autonomy motivation perform better in the fluency,flexibility,originality and total score of creative thinking than those with low level of autonomy motivation;3.Autonomous motivation plays a regulating role in the dimension of reward and creative thinking originality.Students with high autonomy motivation have no significant difference in the level of creative thinking in the case of reward and no reward.Students with low level of autonomy motivation have significant differences in creative thinking level between the case of reward and no reward,and students perform better at rewards.Study 2 selected 6 students with different levels of autonomy motivation from the reward group of study 1 to conduct semi-structured interviews,and explored the influence of rewards on the creative thinking of students with different levels of autonomy motivation through qualitative analysis.The results showed that students with a high level of autonomy motivation had a stronger sense of identity to creativity,had their own understanding of the word creativity,had a lower heart of gain and loss in the face of rewards,and cared more about their own growth.Students with low level of autonomy motivation have no clear understanding of creativity,expect more when they face rewards,and make more efforts for rewards.Through the discussion of research one and research two,the results show that the reward can improve the level of creative thinking of the fourth grade students,and the autonomous motivation has a regulating effect on the dimension of reward and creative thinking originality.For the students with higher level of autonomy motivation,there was no significant difference in their originality achievement in the condition of reward or no reward,and both were higher than those with lower autonomy motivation.For students with low levels of autonomous motivation,their originality scores were significantly higher in the case of reward than no reward.