The Effect Of Emotion On Primary School Teachers’ Evaluation On Creativity Of Compositions Under Addition-Subtraction Framing

Composition teaching is an important part of Chinese teaching in primary schools,which has been widely concerned by the educational and academic circles.As teachers are vital persons who evaluate students’ performance in school,evaluation from teachers is attached great importance to the studying of students.The same is true of evaluation from teachers on compositions written by students,especially those in primary schools who have just learned to write compositions primarily,to the promotion of students’ Chinese comprehensive accomplishment.However,there are few experimental studies on the factors affecting teachers’ evaluation on compositions,especially the evaluation on creativity of compositions.Furthermore,the influence of teachers’ emotion and rating method on the evaluation on creativity of compositions has not been studied.In view of previous findings that induced positive and negative emotions can affect individuals’ evaluation on creativity of products,and that teachers often rate compositions either by addition or by subtraction,the present study conducted three behavioral experiments(Experiment 1 measured different mood levels of teachers with questionnaires;Experiment 2 induced different emotional states in teachers;Experiment 3 presented teachers with creative compositions expressing positive and negative emotions)to explore the effect of emotion and addition-subtraction framing,as rating method,on primary school teachers’ evaluation about creativity of compositions.In Experiment 1,95 Chinese teachers in primary school were selected,and a 2(mood score:high or low)*2(rating method: addition or subtraction)*2(creative level of composition: high or low)mixed experimental design was adopted.Mood score was the between-subject variable,whereas rating method and creative level of composition were two within-subject variables.Based on their mood scores on the questionnaire,Chinese teachers with high mood scores(poor mood)or low mood scores(good mood)were selected to investigate the differences in evaluation on creativity of compositions with high or low creative levels,from teachers with different mood scores and rating methods.The results showed that ratings by addition were significantly lower than those by subtraction,and the ratings of compositions with high creative level were significantly higher than those of compositions with low creative level.Moreover,under the framework of addition,for compositions with high creative level,teachers in good mood rated significantly higher than did those in poor mood.However,as for compositions with low creative level,there was no significant difference between ratings from teachers in good mood and those from teachers in poor mood.Under the framework of subtraction,no significant difference was found in ratings of teachers with different mood scores when evaluating compositions with high or low creative levels.Experiment 2 recruited 114 Chinese teachers in primary school,and adopted a 4(emotion type: anger or sadness or happiness or neutrality)*2(rating method: addition or subtraction)*2(creative level of composition: high or low)mixed experimental design.Emotion type was the between-subject variable,whereas rating method and creative level of composition were two within-subject variables.With different types of emotion induced by videos,Chinese teachers were selected to investigate the influence of induced emotion on evaluation about creativity of compositions with high or low creative levels,from teachers conducting different rating methods.The results turned out that ratings by addition were significantly lower than those by subtraction,and the ratings of compositions with high creative level were significantly higher than those of compositions with low creative level.Moreover,the difference in evaluation between highly creative compositions and lowly creative compositions under the framework of addition was significantly larger than that under the framework of subtraction.For compositions with high creative level,there was no difference in evaluation from teachers with angry,sad,happy or neutral emotions.As for compositions with low creative level,teachers with anger and happiness induced by videos rated higher than those with sadness and neutrality induced by videos.In Experiment 3,54 Chinese teachers in primary school were selected,and a 2(emotion type of composition: positive or negative)*2(rating method: addition or subtraction)*2(creative level of composition: high or low)mixed experimental design was adopted.Emotion type of composition was the between-subject variable,whereas rating method and creative level of composition were two within-subject variables.Chinese teachers were selected to investigate the differences in evaluation on creativity of highly or lowly creative compositions expressing positive or negative emotions,from teachers conducting different rating methods.The results showed that ratings by addition were significantly lower than those by subtraction,and the ratings of compositions expressing positive emotions were significantly higher than those expressing negative emotions under the framework of subtraction.Besides,ratings of highly creative compositions were significantly higher than those of lowly creative compositions,and ratings of highly creative compositions expressing positive emotions were significantly higher than those expressing negative emotions.To sum up,the present study suggested that primary school teachers’ evaluation on creativity of compositions may be influenced by the mood of teachers,the type of teachers’ emotion induced,and the type of emotion expressed in compositions.Besides,the rating method,such as addition versus subtraction,may also affect teachers’ evaluation on creativity of compositions.