比较Aha！创新自我效能对创新绩效经验与弹性的预测

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2025-09-05 DOI:10.1016/j.tsc.2025.101992

Jon-Chao Hong , Kuen-Yi Lin , Ming-Wen Chang , Chung-Hao Chiang

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引用次数: 0

摘要

根据监管焦点理论，Aha！经验和弹性是影响创造性表现的两种不同的心理状态。然而，有限的研究探讨了这些状态如何在青年创新的背景下出现和发挥作用。为了解决这一差距，本研究调查了台湾青年创新展的参与者，这是一项每年举行的竞赛，旨在选出最佳项目进入国际青年发明家展。这项研究调查了创造性自我效能（CSE）如何预测“啊哈！”经验和弹性，以及这些状态如何中介CSE和创新绩效之间的关系。结构方程建模（SEM）使用从学生参与者收集的数据进行。结果表明，所有假设的关系都得到了支持：CSE正预测Aha！经验和弹性，两者都能显著预测创新绩效。这些发现表明，鼓励学生培养啊哈！时刻和发展心理弹性可以提高他们在创新竞赛中的创造性成果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Comparing the Aha! experience to resilience in innovation performance predicted by creative self-efficacy

According to regulatory focus theory, the Aha! experience and resilience represent two distinct psychological states that influence creative performance. However, limited research has explored how these states emerge and function in the context of youth innovation. To address this gap, the present study investigated participants in the Taiwan Youth Innovation Exhibition, an annual competition that selects top projects to advance to the International Exhibition for Young Inventors. The study examined how creative self-efficacy (CSE) predicts both the Aha! experience and resilience, and how these states mediate the relationship between CSE and innovation performance. Structural equation modelling (SEM) was conducted using data collected from student participants. Results indicated that all hypothesized relationships were supported: CSE positively predicted both the Aha! experience and resilience, and both in turn significantly predicted innovation performance. These findings suggest that encouraging students to cultivate Aha! moments and develop psychological resilience may enhance their creative outcomes in innovation-based competitions.

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.