摘要：
Much research on brainstorming has found that the power of a team can stimulate individual creativity, and that this influence is more prominent in computer-mediated online interactions. However, creativity appears to depend on the outcome of combining certain environmental factors with certain kinds of Individual characteristics. Two experiments using electronic brainstorming were conducted in this study to examine the creative performance of individuals with different cognitive styles in several creative fields and with various environmental cues. Overall, it was found that cognitive styles significantly affected the creativity of individuals. Creative performances of individuals with field-independent cognitive styles were more stable than those of individuals with field-dependent cognitive styles. However, the appearance of environmental cues reversed this particular effect. When cues were present, there were no significant differences between the creativity of field-dependent and field-independent individuals. The findings provide empirical evidence for improving the creativity of field-dependent individuals and have significant implications for education and talent cultivation.
通讯机构：
[Gu, CH; Fan, CY ] C;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Hubei, Peoples R China.;Collaborat Innovat Ctr Assessment Basic Educ Qual, Wuhan, Hubei, Peoples R China.
关键词：
Social creativity;intrinsic motivation;environmental cues;electronic brainstorming;creative ideas
摘要：
Motivation is key to the generation of creative ideas, intrinsic motivation is the core driving force of creativity. Researchers believe that individuals with higher intrinsic motivation will produce higher novelty and flexibility. Creativity may also be influenced by environmental cues, which are objects in the environment that individuals can use to solve problems. This study investigated the influence of intrinsic motivation and environmental cues on social creativity and whether there is an interaction effect of intrinsic motivation and environmental cues on the process of electronic brainstorming (EBS). The results showed that individuals generated more ideas (both in quantity and type) when presented with more cues. In this process, the influence of the number of cues on the fluency and flexibility of social creativity was regulated by intrinsic motivation. The more novel the cues, the higher the overall level of originality of the ideas generated by participants. In this process, the influence of the novelty of cues on the effectiveness and fluency of social creativity was regulated by intrinsic motivation. This study offers a fresh theoretical perspective on the complicated relationship between intrinsic motivation and creativity. Furthermore, it provides empirical evidence to inform training on social creativity for university students.
期刊：
JOURNAL OF EARLY ADOLESCENCE,2021年41(8):1177-1202 ISSN：0272-4316
通讯作者：
Fan, Cui-ying
作者机构：
[Wu, Ling-ling; Chu, Xiao-wei; Shi, Hui-fen; Zhang, Xue-chen; Fan, Cui-ying] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Wu, Ling-ling; Shi, Hui-fen; Fan, Cui-ying] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Fan, Cui-ying] Cent China Normal Univ, Wuhan, Peoples R China.;[Chu, Xiao-wei; Zhang, Xue-chen] Cent China Normal Univ, Psychol, Wuhan, Peoples R China.
通讯机构：
[Fan, Cui-ying] C;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
关键词：
positive perceived school climate;cyberbullying;normative beliefs about aggression;Internet morality
摘要：
Although substantive research has shown that a positive perceived school climate is an essential protective factor for cyberbullying among adolescents, little research revealed the mechanisms underlying this relationship. This study examined whether normative beliefs about aggression mediate the association between a positive perceived school climate and cyberbullying and whether this process is moderated by Internet morality. Anonymous questionnaires measuring these variables were administered to 649 junior high school students in China. After controlling for traditional bullying, mediation analysis indicated that normative beliefs about aggression played a full mediating role in the relationship between a positive perceived school climate and cyberbullying. Moderated mediation analysis further revealed that Internet morality moderated the predictive effect of normative beliefs about aggression on cyberbullying. The mediating effect of normative beliefs about aggression was stronger in individuals with lower levels of Internet morality. These findings provide insight into making existing interventions more suitable for cyberbullying.
摘要：
Although cyberbullying, a new type of aggressive behavior via electronic means, has been found to be strongly linked with individuals' personality characteristics, few studies to date have investigated its relationship with narcissism, especially overt and covert narcissism. The current study tested the associations between overt and covert narcissism on one hand and cyberbullying perpetration and victimization on the other. To explain these differences further, self-esteem was tested as a mediator through which the two types of narcissism may exert their influences on cyberbullying. An anonymous questionnaire was completed by 814 Chinese adolescents aged 11 to 18. Results of multiple regression analyses indicated that after controlling for gender and student status (middle or high school students), covert narcissism positively predicted both cyberbullying perpetration and victimization, whereas overt narcissism had no association with either perpetration or victimization. Furthermore, when gender and student status were controlled, self-esteem mediated the relationships between overt/covert narcissism and cyberbullying perpetration and victimization, highlighting the possibility that self-esteem is an explanatory mechanism for the associations between the two types of narcissism and cyberbullying. These findings suggest that interventions aimed at reducing engagement in cyberbullying may be more urgent and important for individuals with high levels of covert narcissism. Boosting self-esteem needs to be particularly highlighted in developing anti-bullying measures and policies.
摘要：
BACKGROUND: Traditional bullying and cyberbullying victimization are associated with adolescents' mental health problems, but the temporal sequence of these relations remains unclear. The present study analyzed the temporal and reciprocal relationships between both types of bullying victimization and six frequent psychosocial problems during adolescence: depression, general anxiety, stress, low self-esteem, social anxiety, and loneliness. METHODS: A total of 661 Chinese adolescents in grades 7 and 8 at the initial wave of the study responded to the survey items assessing their bullying victimization experiences and self-reported psychosocial problems. This research was conducted at three separate time points, over a year and a half period. RESULTS: Bullying victimization did not predict adolescents' psychosocial problems. Instead, adolescents with psychosocial problems were more likely to experience bullying victimization. Depression and general anxiety were two common predictors of traditional bullying and cyberbullying victimization. Stress was a specific predictor of traditional bullying victimization, whereas self-esteem, social anxiety, and loneliness were specific predictors of cyberbullying victimization. Psychosocial problems did not differentially predict the two types of bullying victimization. Boys with higher levels of loneliness were more likely than girls to experience cyberbullying victimization. LIMITATIONS: The present study is limited in terms of its sample selection and self-reported instruments. CONCLUSIONS: This study emphasizes adolescents' psychosocial problems as the potential risk factors for their future bullying victimization. Education professionals should pay special attention to adolescents' mental health problems when formulating bullying interventions and programs.
