Beliefs about creativity: Views of tertiary students in Hong Kong

Beliefs about creativity: Views of tertiary students in Hong Kong

香港一些大學生對創意的信念

• Ho, Kwok Keung Biola University
• Soh, Kay Cheng National Institute of Education
• Ho, Belinda City University of Hong Kong

New Horizons: The Journal of Education, Hong Kong Teachers' Association, (54), 45-59, 2006

Hong Kong

Hong Kong Teachers' Association

2006

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

Creativity Beliefs Implicit Theory 創意 信念 內隱理論

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Background: Creativity is associated with many pet beliefs, unfounded or based on limited personal experiences and observations.
Aims: The intention of the present study is to take the research one step backward to look at possible antecedents of beliefs regarding creativity, as such knowledge has implications for education where creativity is concerned. The present study attempts at uncovering the beliefs regarding various aspects of creativity among tertiary students in Hong Kong.
Sample: Students (N=139) from a teacher education institute (67.6%) and a university (32.4%) in Hong Kong were asked to complete a questionnaire about beliefs in creativity. Participation was voluntary and the respondents were assured of anonymity. As the respondents formed a convenient sample (as is true of many studies of similar nature), no representation is claimed.
Method: A questionnaire of 30 items that included 15 aspects of beliefs in creativity was presented to the respondents in the form of a series of six-point Likert scales. To avoid possible carrying-over effect, the two items for the same aspect were separated systematically, with items for the other aspects intervening. Surveys were conducted and the general written responses received from the respondents were tabulated.
Results: The respondents agreed more strongly that creativity (a) is dependent of culture, (b) is the result of consistent effort, (c) can be found in everyone, and (d) is general across many fields. On the other hand, they disagreed that creativity has to do with gender and birth order. Five aspects were dropped due to inappropriate reliability.
Conclusion: In view of the complexity of the findings, efforts in developing creativity in tertiary students need to take into account their demographic backgrounds so that correct beliefs can be further strengthened and incorrect ones can be rectified early in the creativity training programmes.
背景：創意常與一些無理由或根據有限的個人經驗和觀察的信念聯繫在一起。
目的：本課題意圖將研究倒後推展一步，尋找有關創意的可能前設, 因為這方面的知識對有關創意的教育有一定的涵義。本研究試圖在揭露香港一些大學生對創意各方面的信念。
調查對象：來自香港一所教育學院(67.6%) 和另一所大學(32.4%)的 139位學生填答了一份查詢關於創意各方面信念的問卷。調查純屬自願和匿名，因取樣基於方便的理由(類似的研究大多如是)，結果不能隨意推論。
調查方法：參與學生填答了一份卅題採用了六點的黎克爾量表模式的問卷，其中包括了關於創意十五方面的信念，每個信念由兩條相約的題目去探索，為避免這兩題可能出現的互相幹擾, 這二題被系統地分離。
調查結果：應答者較強烈同意創意 (a) 與文化有關, (b) 是持續努力的結果, (c) 人人都有, 並且(d) 一般橫跨許多領域。另一方面, 他們不同意, 創意與性別和兄弟姊妹誕生次序有關。另有五方面的信念因信度不足而被取消。
總結：由於研究結果的複雜, 推動大學生在創意方面的發展需要考慮到他們在信念方面的背景，以便在創意訓練計劃中加強其正確信念，而不正確那些可及早矯正。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

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https://bibliography.lib.eduhk.hk/bibs/e896796a

2010-12-02