工作创造性态度及其特征的研究
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摘要
创造性态度是个体对创新事物、创新观念以及创造活动的认知、情感和行为倾向。工作创造性态度是指个体关于工作的认知、情感和行为方面的创造性价值倾向，它包括对待自己工作的态度和对待创造性的态度。当前国内外关于创造性态度的研究颇少，更没有专门测量工作创造性态度的量表。本研究旨在构建工作创造性态度的结构维度并编制《工作创造性态度问卷》，并以此探讨个体工作创造性态度的特点。
本研究根据文献综述，对45名管理者和心理学专业的研究生的开放式问卷进行分析，并对其中一部分被试进行个别访谈，再根据专家意见，提出自己关于工作创造性态度的初步理论假设，并在此基础上编制了《工作创造性态度问卷》的初测问卷，经过小样本施测和统计分析，最后得到工作创造性态度的结构维度并形成正式量表。用正式量表对659名(有效问卷)工作人员进行调查研究，结果表明：
1、自编的《工作创造性态度问卷》具有良好的信度和效度。通过因素分析得到工作创造性态度的2个维度：创新倾向和工作倾向，7个因子：对新奇的开放性、对自己创造性的信心、关于解决问题和接受挑战的倾向、对变化的态度、学习和思维倾向、问题发现与机会把握、对工作及其创新价值的认同。工作创造性态度的多维度多层次体系和自己的假设基本一致。
2、工作创造性态度及其各维度在性别和工龄的主效应上差异不显著；在性别和职业、性别和学历的二阶交互作用上差异不显著；在性别、职业和学历的三阶交互作用上绝大部分差异都不显著。
3、工作创造性态度及其各维度在职业主效应和学历主效应上差异极其显著，在职业和学历的交互作用上差异极其显著。
4、在“高中”、“大专”、“本科”3个学历水平上，不同职业的个体在工作创造性态度及其各维度上的得分差异显著；在“研究生及以上”学历水平上，不同职业的个体在“关于解决问题和接受挑战的倾向”因子、“对工作及其创新价值的认同”因子、“学习和思维倾向”因子和“工作倾向”维度上的得分差异显著。
5、在职业的6个水平中，不同学历的“后勤人员”和“管理人员”在工作创造性态度及其各维度上的得分差异不显著；不同学历的“编辑”在“对工作及其创新价值的认同”因子、“对自己创造性的信心”因子、“对变化的态度”因子、“创新倾向”维度和总问卷上的得分差异显著；不同学历的“记者”在“对工作及其创新价值的认同”因子、“工作倾向”维度和总问卷上的得分差异显著；不同学历的销售人员在“学习和思维倾向”因子上的得分上差异显著；不同学历的“程序员”在各因子各维度和总问卷上的得分差异显著。
Creativity attitude is an individual's cognitive, emotional and behavioral tendency towards innovative things, ideas and activities. Worker's creativity attitude is a worker's creativity attitude towards his work. It includes his attitudes towards both work and creativity. There are very few researchers on creativity attitude both home and abroad, still fewer measurements on worker's creativity attitude. The purposes of this study were to develop Worker's Creativity Attitude Questionnaire and explore the characteristics of worker's creativity attitude.
Based on literature summary, open-ended questionnaire responses of 45 managers and psychology majors, individual interviews of some of the subjects, and some experts' opinion, a theoretical hypothesis and a preliminary questionnaire on worker's creativity attitude was developed. After a testing and the following psychometric analysis, a formal questionnaire was formed. 659 workers were testified with the formal questionnaire, the results are:
The self-made Worker's Creativity Questionnaire is of good validity and reliability. Two dimensions (creativity tendency and work tendency) and seven factors (openness to innovation, self-confidence about creativity, tendency toward problem-solving and rising to challenges, attitude toward changes, tendency toward study and thinking, problem-finding and chance-grasping, identification with work and it's innovative values) were identified by factor analysis.
There were no statistically significant sex and workage differences on each factor and dimension of worker's creativity attitude, nor were their interactions with other factors.
There were statistically significant occupation and education differences on each factor and dimension of worker's creativity attitude. There were also statistically
significant differences of interactions of occupation and education on each factor and dimension.
Of the four levels of education, high schoolers, junior undergraduates and undergraduates showed statistically significant occupation differences on each factor and dimension of worker's creativity attitude. Graduates and above showed statistically significant occupation differences on factor 'tendency toward problem-solving and rising to challenges', factor 'tendency toward study and thinking', and factor 'identification with work and it's innovative values'and dimension "work tendency"
Of the six levels of occupation, clerks and managers showed no statistically significant education differences on each factor and dimension of worker's creativity attitude. Compilers showed statistically significant education differences on factor 'identification with work and its innovative values', factor 'self-confidence on creativity', factor 'attitude toward changes', dimension 'creativity tendency' and the whole questionnaire. Journalists showed statistically significant education differences on factor 'identification with work and its innovative values', dimension 'work tendency' and the whole questionnaire. Salesmen showed statistically significant education differences on factor 'tendency toward study and thinking'. Programmers showed statistically significant education differences on each factor and dimension of worker's creativity attitude.
本研究根据文献综述，对45名管理者和心理学专业的研究生的开放式问卷进行分析，并对其中一部分被试进行个别访谈，再根据专家意见，提出自己关于工作创造性态度的初步理论假设，并在此基础上编制了《工作创造性态度问卷》的初测问卷，经过小样本施测和统计分析，最后得到工作创造性态度的结构维度并形成正式量表。用正式量表对659名(有效问卷)工作人员进行调查研究，结果表明：
1、自编的《工作创造性态度问卷》具有良好的信度和效度。通过因素分析得到工作创造性态度的2个维度：创新倾向和工作倾向，7个因子：对新奇的开放性、对自己创造性的信心、关于解决问题和接受挑战的倾向、对变化的态度、学习和思维倾向、问题发现与机会把握、对工作及其创新价值的认同。工作创造性态度的多维度多层次体系和自己的假设基本一致。
2、工作创造性态度及其各维度在性别和工龄的主效应上差异不显著；在性别和职业、性别和学历的二阶交互作用上差异不显著；在性别、职业和学历的三阶交互作用上绝大部分差异都不显著。
3、工作创造性态度及其各维度在职业主效应和学历主效应上差异极其显著，在职业和学历的交互作用上差异极其显著。
4、在“高中”、“大专”、“本科”3个学历水平上，不同职业的个体在工作创造性态度及其各维度上的得分差异显著；在“研究生及以上”学历水平上，不同职业的个体在“关于解决问题和接受挑战的倾向”因子、“对工作及其创新价值的认同”因子、“学习和思维倾向”因子和“工作倾向”维度上的得分差异显著。
5、在职业的6个水平中，不同学历的“后勤人员”和“管理人员”在工作创造性态度及其各维度上的得分差异不显著；不同学历的“编辑”在“对工作及其创新价值的认同”因子、“对自己创造性的信心”因子、“对变化的态度”因子、“创新倾向”维度和总问卷上的得分差异显著；不同学历的“记者”在“对工作及其创新价值的认同”因子、“工作倾向”维度和总问卷上的得分差异显著；不同学历的销售人员在“学习和思维倾向”因子上的得分上差异显著；不同学历的“程序员”在各因子各维度和总问卷上的得分差异显著。
Creativity attitude is an individual's cognitive, emotional and behavioral tendency towards innovative things, ideas and activities. Worker's creativity attitude is a worker's creativity attitude towards his work. It includes his attitudes towards both work and creativity. There are very few researchers on creativity attitude both home and abroad, still fewer measurements on worker's creativity attitude. The purposes of this study were to develop Worker's Creativity Attitude Questionnaire and explore the characteristics of worker's creativity attitude.
Based on literature summary, open-ended questionnaire responses of 45 managers and psychology majors, individual interviews of some of the subjects, and some experts' opinion, a theoretical hypothesis and a preliminary questionnaire on worker's creativity attitude was developed. After a testing and the following psychometric analysis, a formal questionnaire was formed. 659 workers were testified with the formal questionnaire, the results are:
The self-made Worker's Creativity Questionnaire is of good validity and reliability. Two dimensions (creativity tendency and work tendency) and seven factors (openness to innovation, self-confidence about creativity, tendency toward problem-solving and rising to challenges, attitude toward changes, tendency toward study and thinking, problem-finding and chance-grasping, identification with work and it's innovative values) were identified by factor analysis.
There were no statistically significant sex and workage differences on each factor and dimension of worker's creativity attitude, nor were their interactions with other factors.
There were statistically significant occupation and education differences on each factor and dimension of worker's creativity attitude. There were also statistically
significant differences of interactions of occupation and education on each factor and dimension.
Of the four levels of education, high schoolers, junior undergraduates and undergraduates showed statistically significant occupation differences on each factor and dimension of worker's creativity attitude. Graduates and above showed statistically significant occupation differences on factor 'tendency toward problem-solving and rising to challenges', factor 'tendency toward study and thinking', and factor 'identification with work and it's innovative values'and dimension "work tendency"
Of the six levels of occupation, clerks and managers showed no statistically significant education differences on each factor and dimension of worker's creativity attitude. Compilers showed statistically significant education differences on factor 'identification with work and its innovative values', factor 'self-confidence on creativity', factor 'attitude toward changes', dimension 'creativity tendency' and the whole questionnaire. Journalists showed statistically significant education differences on factor 'identification with work and its innovative values', dimension 'work tendency' and the whole questionnaire. Salesmen showed statistically significant education differences on factor 'tendency toward study and thinking'. Programmers showed statistically significant education differences on each factor and dimension of worker's creativity attitude.
引文
[1] Guilford, J. P.: Creativity. American Psychologist, 1950, 5, pp444-454
[2] Gruber, H. E. &. Wallace, D. B.: The case study method and evolving systems approach for understanding unique creative people at work. (pp. 93-115). In R. J. Sternberg, T M. Amabile, T. I. Lubart, et al (Eds.): Handbook of Creativity. New York: Cambridge University Press, 1999
[3] Martindale, C., & Dailey, A.: Creativity, primary process cognition, and personality. Personality and Individual Differences, 20, 409-414
[4] Feist, G. J., & Runco, M. A. (1993): Trends in the creativity literature: An analysis of research in the Journal of Creative Behavior (1967-1989). Creativity Research Journal, 6(3), 271-286,
[5] Lubart, T. I., & Sternberg, R. J. (1995). An investment approach to creativity: Theory and data. In S. M. Smith, T. B. Ward, & Finke (Eds.) The creative cognition approach (pp.269-302). Cambridge, MA: MIT Press.
[6] Nickerson, R. S., Perkins, D. N. & Smith, E. E. The Teaching of Thinking. Hillsale, NJ: Lawrence Erlbaum Associates, 1985
[7] Mihaly Csikszentmihalyi: Creativity: flow and the psychology of discovery and invention Harper Collins Publishers, 1996
[8] Torrance, E. P.: The nature of creativity as manifest in its testing. In R. J. Sternberg (Eds.): The nature of creativity. New York: Cambridge University Press, 1988
[9] Guilford, J. P.: Creativity: Retrospect and Prospect. Journal of Creative Behavior, 1970, 4(pp. 149-168)
[10] 周昌忠：创造心理学 北京：中国青年出版社，1983
[11] 张庆林 Robert J.Sternberg主编：创造性研究手册 成都：四川教育出版社，2001，12
[12] Keith James & Cheryl Asmus: Personality, Cognitive Skills, and Creativity in Different Life Domains Creativity Research Journal 2000-2001, Vol. 13, No. 2, pp149-159
[13] Gorden W. Allport: Handbook of social psychology Cambridge, Mass.: Addison-Wesley, 1954
[14] 俞文钊：管理心理学 兰州：甘肃人民出版社，1989
[15] 张宝泉 刘庆东 王凯：影响环境检测人员工作因素的主因子分析 北京工业大学学报 Vol．20 No．2 1994，6 Pp．115-119
[16] 邝英强 范中志：生产率管理——劳动生产率的测定与分析 华南理工大学学报(自然科学版)Vol．25 No．5 1997，5 Pp．63-66
[17] 陈文斌：基于ERP的供电所量化绩效考核 农电管理2002，6 Pp．26-27
[18] Davis, G. A., Houtman, S. E., Warren, T. F. & Roweton, W. E.: A program for training creative thinking: 1. Preliminary Field Test. Technical Report, 1979.
[19] Mason, J. G.: How to be a more creative executive. New York: McGraw HILL, 1979
[20] Heller, K. A., Weisheit, W. P.: Zeitschrift fur Entwichlungs Psychogogie und Pudagogische Psychologie, (87-109), 1986
[21] Mark, A. Runco & Steven R. Pritzker: Encyclopedia of creativity SanDiego Academic Press, 1999
[22] Gary A. Davis: Barriers to creativity and creative attitude in Mark A. Runco & Steven R. Pritzker (Eds): Encyclopedia of creativity SanDiego Academic Press, 1999
[23] Schaefer, C. E.: Creativity attitude survey, Jacksonville, IL: Psychologists and Educators, Inc., 1971
[24] 周林：创造力态度测量(CAS)的标准化修订 心理发展与教育，1996年第一期，pp22-25
[25] Basadur, M. & Hausdorf, P. A.: Measuring divergent thinking attitudes related to creative problem solving and innovation manworkagement Creativity Research Journal 1996, 9, pp21-32
[26] Schaefer, C. E.: Evaluation of a program for developing creative thinking in teachers and children at the 4th and 5th grade levels. New York: Research Report, No. 6, Fordham University, 1981
[27] Lewis R.Aiken著 张厚粲译：心理问卷与调查表 北京：中国轻工业出版社，2002
[28] 卢纹岱，朱一力等著：SPSS for windows从入门到精通，北京：电子工业出版社，1997，444—453
[29] 戴海崎 张锋 陈雪枫：心理与教育测量，1999
[30] 陈龙安：创造性思维与教学 北京：中国轻工业出版社，1999
[31] S．阿瑞提著 钱岗南译：创造的秘密 沈阳：辽宁人民出版社，1987
[32] Robert J. Sternberg, T. M. Amabile, T. I. Lubart et al (Eds): Handbook of creativity New York: Cambridge University Press, 1999
[33] Robert J. Sternberg: The nature of creativity: contemporary psychological perspectives Cambridge: Cambridge University Press, 1988
[34] David H. Feldman, Mihaly Csikszentmihalyi, & Howard Gardner: Changing the world: a frame work for the study of creativity Praegner Publishers, 1994
[35] D. B. Wallace & H. Gruber: Creative people at work. NY: Oxford University Press, 1990
[36] Lindas Scratchley and A. Ralph Hakstian: The measurement and prediction of manworkagerial creativity Creativity Research Journal 2000-2001, Vol. 13, No. 3&4, pp367-384
[37] Michael T. Ewing and Julie Napoli: Creative personalities, processes, and workagency philosophies: implications for global advertisers Creativity Research Journal 2000-2001, Vol. 13, No. 2, pp161-170
[38] Teresa Amabile: The social psychology of creativity New York: Springer-Verlag, 1983.
[39] Alan G. Robinson & Sam Stern: Corporate creativity: how innovation and improvement actually happen San Francisco: Berrett-Koehler Publishers, 1997
[40] Jock Abra: The motives for creative work: an inquiry with speculations about sports and religion Cresskill, N. J: Hampton Press, 1997
[41] Robert Paul Weiner: Creativity & beyond: cultures, values, and change Albany, NY: State University of New York Press, 2000
[42] T. M. Amabile: Social psychology of creativity: a consensual assessment technique. Journal of Personality and Social Psychology, 1982, 43(5), pp997-1013
[2] Gruber, H. E. &. Wallace, D. B.: The case study method and evolving systems approach for understanding unique creative people at work. (pp. 93-115). In R. J. Sternberg, T M. Amabile, T. I. Lubart, et al (Eds.): Handbook of Creativity. New York: Cambridge University Press, 1999
[3] Martindale, C., & Dailey, A.: Creativity, primary process cognition, and personality. Personality and Individual Differences, 20, 409-414
[4] Feist, G. J., & Runco, M. A. (1993): Trends in the creativity literature: An analysis of research in the Journal of Creative Behavior (1967-1989). Creativity Research Journal, 6(3), 271-286,
[5] Lubart, T. I., & Sternberg, R. J. (1995). An investment approach to creativity: Theory and data. In S. M. Smith, T. B. Ward, & Finke (Eds.) The creative cognition approach (pp.269-302). Cambridge, MA: MIT Press.
[6] Nickerson, R. S., Perkins, D. N. & Smith, E. E. The Teaching of Thinking. Hillsale, NJ: Lawrence Erlbaum Associates, 1985
[7] Mihaly Csikszentmihalyi: Creativity: flow and the psychology of discovery and invention Harper Collins Publishers, 1996
[8] Torrance, E. P.: The nature of creativity as manifest in its testing. In R. J. Sternberg (Eds.): The nature of creativity. New York: Cambridge University Press, 1988
[9] Guilford, J. P.: Creativity: Retrospect and Prospect. Journal of Creative Behavior, 1970, 4(pp. 149-168)
[10] 周昌忠：创造心理学 北京：中国青年出版社，1983
[11] 张庆林 Robert J.Sternberg主编：创造性研究手册 成都：四川教育出版社，2001，12
[12] Keith James & Cheryl Asmus: Personality, Cognitive Skills, and Creativity in Different Life Domains Creativity Research Journal 2000-2001, Vol. 13, No. 2, pp149-159
[13] Gorden W. Allport: Handbook of social psychology Cambridge, Mass.: Addison-Wesley, 1954
[14] 俞文钊：管理心理学 兰州：甘肃人民出版社，1989
[15] 张宝泉 刘庆东 王凯：影响环境检测人员工作因素的主因子分析 北京工业大学学报 Vol．20 No．2 1994，6 Pp．115-119
[16] 邝英强 范中志：生产率管理——劳动生产率的测定与分析 华南理工大学学报(自然科学版)Vol．25 No．5 1997，5 Pp．63-66
[17] 陈文斌：基于ERP的供电所量化绩效考核 农电管理2002，6 Pp．26-27
[18] Davis, G. A., Houtman, S. E., Warren, T. F. & Roweton, W. E.: A program for training creative thinking: 1. Preliminary Field Test. Technical Report, 1979.
[19] Mason, J. G.: How to be a more creative executive. New York: McGraw HILL, 1979
[20] Heller, K. A., Weisheit, W. P.: Zeitschrift fur Entwichlungs Psychogogie und Pudagogische Psychologie, (87-109), 1986
[21] Mark, A. Runco & Steven R. Pritzker: Encyclopedia of creativity SanDiego Academic Press, 1999
[22] Gary A. Davis: Barriers to creativity and creative attitude in Mark A. Runco & Steven R. Pritzker (Eds): Encyclopedia of creativity SanDiego Academic Press, 1999
[23] Schaefer, C. E.: Creativity attitude survey, Jacksonville, IL: Psychologists and Educators, Inc., 1971
[24] 周林：创造力态度测量(CAS)的标准化修订 心理发展与教育，1996年第一期，pp22-25
[25] Basadur, M. & Hausdorf, P. A.: Measuring divergent thinking attitudes related to creative problem solving and innovation manworkagement Creativity Research Journal 1996, 9, pp21-32
[26] Schaefer, C. E.: Evaluation of a program for developing creative thinking in teachers and children at the 4th and 5th grade levels. New York: Research Report, No. 6, Fordham University, 1981
[27] Lewis R.Aiken著 张厚粲译：心理问卷与调查表 北京：中国轻工业出版社，2002
[28] 卢纹岱，朱一力等著：SPSS for windows从入门到精通，北京：电子工业出版社，1997，444—453
[29] 戴海崎 张锋 陈雪枫：心理与教育测量，1999
[30] 陈龙安：创造性思维与教学 北京：中国轻工业出版社，1999
[31] S．阿瑞提著 钱岗南译：创造的秘密 沈阳：辽宁人民出版社，1987
[32] Robert J. Sternberg, T. M. Amabile, T. I. Lubart et al (Eds): Handbook of creativity New York: Cambridge University Press, 1999
[33] Robert J. Sternberg: The nature of creativity: contemporary psychological perspectives Cambridge: Cambridge University Press, 1988
[34] David H. Feldman, Mihaly Csikszentmihalyi, & Howard Gardner: Changing the world: a frame work for the study of creativity Praegner Publishers, 1994
[35] D. B. Wallace & H. Gruber: Creative people at work. NY: Oxford University Press, 1990
[36] Lindas Scratchley and A. Ralph Hakstian: The measurement and prediction of manworkagerial creativity Creativity Research Journal 2000-2001, Vol. 13, No. 3&4, pp367-384
[37] Michael T. Ewing and Julie Napoli: Creative personalities, processes, and workagency philosophies: implications for global advertisers Creativity Research Journal 2000-2001, Vol. 13, No. 2, pp161-170
[38] Teresa Amabile: The social psychology of creativity New York: Springer-Verlag, 1983.
[39] Alan G. Robinson & Sam Stern: Corporate creativity: how innovation and improvement actually happen San Francisco: Berrett-Koehler Publishers, 1997
[40] Jock Abra: The motives for creative work: an inquiry with speculations about sports and religion Cresskill, N. J: Hampton Press, 1997
[41] Robert Paul Weiner: Creativity & beyond: cultures, values, and change Albany, NY: State University of New York Press, 2000
[42] T. M. Amabile: Social psychology of creativity: a consensual assessment technique. Journal of Personality and Social Psychology, 1982, 43(5), pp997-1013
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