正向心態與創造自我效能預測學生在數位廣告設計的投入與解決問題的迴避動機
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Date
2019-12-??
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國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Department of Educational Psychology, NTNU
Abstract
在設計的學習環境中，成功的行為實踐需要在正向心態和創意自我效能之間取得平衡。然而，在過去，大多數與設計教育領域相關的研究著重探討學習者的創造力與創造性表現之議題，而較少有研究討論避免動機。為了理解正向心態與創意自我效能對設計實踐中解決問題動機的影響，本研究將創造自我效能分為信心與預測解決問題動機的能力。同時基於情緒資訊模式，此研究模式表明個體的正向情緒影響他們在解決問題時的認知歷程，因此，本研究探討研究參與者ˇ的心理特徵與其狀態的水平，包含正向情感、能力的創造自我效能、信心的創造自我效能，以及數位廣告設計中解決問題的迴避動機。本研究以技術型高中的廣告設計66 名學生為參與對象，本研究在參與者完成課程中的專題設計作品後，進行問卷資料填寫，收集數據並用結構方程模型進行驗證性分析。結果顯示，正向心態與創造自我效能的能力和信心呈正相關；兩種類型的創造自我效能感與解決問題的迴避動機呈負相關。舉例而言，本研究結果表明，具有良好創意自我效能感知的人將不太會感受到挑戰性的問題，但具有高度解決問題的迴避動機之學生可能沒有更多的動力去持續改進設計製作。這項研究的意義透過更好地理解這些關係，使得教師在教授專題設計時，會更容易地提高技術型高中生的正向心態與兩種類型的創意自我效能，進而降低學習者的解決問題的迴避動機。
A successful goal-achieving behavior in a design-based learning environment requires a balance between positive emotionsand creative self-efficacy. However, most past studies related to the field of design education have emphasized learners’creativity and creative performance. However, few studies have discussed avoiding motivation. To understand the influenceof positive affect and creative self-efficacy on the problem-solving motivation in the context of design practice, this studyexplored an advertisement design course and categorized self-reported self-efficacy into confidence and ability for predictingthe problem-solving motivation. Based on the mood-as-information model, which states that individuals’ positive moodinfluence their cognitive processes in problem solving, this study explored the levels of psychological traits and states, suchas positive affect, creative self-efficacy in ability, creative self-efficacy in confidence, and problem-solving avoidancemotivation in digital advertisement design. Sixty-six students majoring in advertising design at a technical high school wererecruited for this study, and the average age of the participants was 17.8 years. They were asked to fill out a questionnaireafter completing the project design course task. Confirmatory factor analysis was conducted on the collected data by usingstructural equation modeling, and a positive relationship was found between positive affect and both ability and confidencein creative self-efficacy. The two types of creative self-efficacy were negatively related to problem-solving avoidancemotivation. For instance, the findings revealed that people with a high level of creative self-efficacy were less likely to facechallenging problems. However, the students with a high level of motivation avoidance in terms of problem solving who hadto complete a project may have less motivation to continue design improvement. By understanding these relationshipsappropriately, teachers can be in a better position to enhance the positive affect and the two types of creative self-efficacy ofvocational high school students when they are involved in project design that can decrease their avoidance motivation tosolve problems.
A successful goal-achieving behavior in a design-based learning environment requires a balance between positive emotionsand creative self-efficacy. However, most past studies related to the field of design education have emphasized learners’creativity and creative performance. However, few studies have discussed avoiding motivation. To understand the influenceof positive affect and creative self-efficacy on the problem-solving motivation in the context of design practice, this studyexplored an advertisement design course and categorized self-reported self-efficacy into confidence and ability for predictingthe problem-solving motivation. Based on the mood-as-information model, which states that individuals’ positive moodinfluence their cognitive processes in problem solving, this study explored the levels of psychological traits and states, suchas positive affect, creative self-efficacy in ability, creative self-efficacy in confidence, and problem-solving avoidancemotivation in digital advertisement design. Sixty-six students majoring in advertising design at a technical high school wererecruited for this study, and the average age of the participants was 17.8 years. They were asked to fill out a questionnaireafter completing the project design course task. Confirmatory factor analysis was conducted on the collected data by usingstructural equation modeling, and a positive relationship was found between positive affect and both ability and confidencein creative self-efficacy. The two types of creative self-efficacy were negatively related to problem-solving avoidancemotivation. For instance, the findings revealed that people with a high level of creative self-efficacy were less likely to facechallenging problems. However, the students with a high level of motivation avoidance in terms of problem solving who hadto complete a project may have less motivation to continue design improvement. By understanding these relationshipsappropriately, teachers can be in a better position to enhance the positive affect and the two types of creative self-efficacy ofvocational high school students when they are involved in project design that can decrease their avoidance motivation tosolve problems.