Testing aspects of Carl Rogers's theory of creative environments: child-rearing antecedents of creative potential in young adolescents.
Testing aspects of Carl Rogers's theory of creative environments: child-rearing antecedents of creative potential in young adolescents.
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DOI：
10.1037//0022-3514.52.4.851
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发表时间：
1987-04
影响因子：
7.6
通讯作者：
D. Harrington;J. Block;J. Block
中科院分区：
文献类型：
--
作者：
D. Harrington;J. Block;J. Block
纵向数据涉及106名儿童和他们的父母被用来测试卡尔罗杰斯的创造力培养环境理论（罗杰斯，1954）的学前儿童养育的影响。为每个父母和每个母亲-父亲组合制定了指数，反映了父母的育儿实践和与学龄前儿童的互动与罗杰斯描述的创造力培养环境中隐含的建议相匹配的程度。在7 ~ 11岁后的青春期早期，罗杰斯提出的育儿方法的三个指数分别与创造潜力的综合指数呈正相关（rs = 0.38 ~ 0.46）和显著相关（所有ps均小于0.001）。罗杰斯规定的学龄前儿童养育的做法也出现了显着的青少年创造潜力的回归/路径分析，保持不变的影响，性别，学前智力，学前创造潜力的前因。本研究的理论和方法方面进行了讨论。
Longitudinal data involving 106 children and their parents were used to test preschool child-rearing implications of Carl Rogers's theory of creativity-fostering environments (Rogers, 1954). Indices were developed for each parent and for each mother-father combination that reflected the degree to which the parents' child-rearing practices and interactions with their preschool children matched the recommendations implicit in Rogers's description of a creativity-fostering environment. The three indices of Rogers-prescribed child-rearing practices each correlated positively (rs = .38 to .46) and significantly (all ps less than .001) with a composite index of creative potential in early adolescence, 7 to 11 years later. Rogers-prescribed preschool child-rearing practices also emerged as significant antecedents of adolescent creative potential in regression/path analyses that held constant the influence of sex, preschool intelligence, and preschool creative potential. Theoretical and methodological aspects of the study are discussed.