Eysenck [10 ], Jay Perkins [11 ] (individual), (environmental) 4P ( Process,Product,Person Place), , Woodman Schoenfeldt [7 ] Sternberg Lubart [8,9 ],

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1 : (2007) :B84411 :A 3 (11, ; 21, ) : 415,, (SES) : (1) SES (2),SES, (3) SES, ; : ; ; ; ; 1, :??,,, (individual), (environmental) 4P ( Process,Product,Person Place),,,,, ;,,,,,,,, ;,, (SPM) (SES) Amabile, SES [1,2 ] Urban [3 ] Cskiszentmihalyi [4,5,6 ],,Woodman Schoenfeldt [7 ] Sternberg Lubart [8,9 ], 30 3 : (03J ZD0034). :,,,. E2mail com. cn Eysenck [10 ],, : Jay Perkins [11 ] (enabling) (promoting),, (enable), (promote),,,,, [12,13 ],,,,, 1 SES

2 :,,,,,,,, [14 ],, [15 ], 0130 ( p < 0101),,,, ,20, (1) ( Raven s Standard Pro2 gressive Matrices,SPM), 60,, (2) Cacioppo [16 ], 18,5,, [17 ] (3) SES SES, [18 ],, [19 ], 5, :1), ;2), ; 3),, ;4), ( ), ;5),,, (),, 1 6,, SES, 4 22 (4) [20 ],,, ( , 86,41, 1315 ), 5, Cronbach 0170,, SES, 31

3 ,,,; ;, 5 %,2 ; 5 % 10 %, 1 ;10 %, 0 312, 50,, SES 2 SES,, SES,, 2 SES Π Π Π SES ,SES,? 1,SES, SES ; ;,, AMOS410, (Maximum likelihood),, 2, 3 [21 ], 3 CMIN DF CMINΠDF P NFI IFI TLI CFI RMSEA SES 4 2 ( ) 4,SES, SES, 32,,, 2 :; ;

4 :,, SES 4 ses (0128 > 0126),,SES,,,,,,,,,,,,,, [22,23 ],,, 2,, SES,,?, Jay Perkins,, Eysenck, SES,,,, ;,,,,;, (),,,,,,,, 0130 [24 ],,,, [25 ],, SES,,SES,,, SES,,,, SES (Catch2All),,, :,: [26 ],Cassidy Lynn, 16,23 SES [27 ],SES,,, SES, [1 ]Amabile T M. The social psychology of creativity. New York : Sp2 33

5 inger - Verlag [ 2 ]Amabile T M. Creativity in context :Update to The Social Psycholo2 gy of instrinsic and extrinsic. CO :Westview,1996. [ 3 ]Urban K K,Recent trends in creativity research and theory in West2 ern. Europe European Journal for high ability,1990, 27 (1), [4 ]Csikszentmihalyi M. Society, culture, and person : Asystems view of creativity. In R.J. Sternberg ( Ed. ), The nature of creativity : Contemporary psychological perspectives : New York : Cambridge University Press,1988. [5 ]Csikszentmihalyi M. The evolving self : A psychology for the third milennium. New York : HarperCollins,1993. [6 ] Csikszentmihalyi M. Finding flow : The pyshology of engagement with everyday experience. New York : Basic Books,1997. [ 7 ]Woodman R W, Schoenfeldt L F. An interactionist model of creative behavior. The Journal of Creative Behavior. 1990,24 (1) : [ 8 ]Sternberg &Lubart. An investment theory of creativity and its devel2 opment. Human Development, 1991,34,1-31. [9 ]Sternberg R J. Lubart T I. Defying the crowd : Cultivating creativi2 ty in a culture of conformity. New York : Free Press,1995. [10 ] Eysenck H. Genius : The natural history of creativity. Cambridge University Press, [11 ]Jay E S, Perkins D N. Problem finding : the search for mecha2 nism. In Runco M A. ( Eds. ) The creativity research handbook, Hampton Press, 1997, [12 ],..,2001,2 :9-11. [13 ],, , 36 (6) : [14 ],,. : ,19 (3) : [15 ], (1) : [ 16 ]Cacioppo J T, Prtty R E, Feinstein J A, Jarvis W B. Dispositional difference in cognitive motivation : the life and times of individuals varying in need for cognition. Psychology Bulletin, 1996, 119, (4) : [17 ],..,2001,1 :1-11. [18 ]. SES.,1999,1 : [19 ] N. Lin, & Y.2J. Bian. Getting ahead of urban China. American Journal of Sociology., 1991,97 : [20 ]. [M]., [21 ],,. : ,36 (2) : [22 ]Finke R A, Ward T B, Smith S M. Creativity Cognition : theory, research, and applications. Cambridge, M A : MIT Press, [23 ] Ward T B, steven M, Smith, Finke A. Creative cognition. In Sternberg R J, Amabile T M, Lubart T I, et al. Handbook of Creativity. New York : Cambridge University Press, 1999, [24 ]..,2000 : 49. [25 ],.. (),2004,29 (1) : [26 ]Jeynes W H. The challenge of controlling for SES in social science and education research. Educational Psychology Review, 2002,14 (2) : [27 ]Cassidy T, Lynn R. Achievement motivation, educational attain2 ment, cycle of disadvantage and social competence : Some longitudinal data. British Journal of Educational Psychology, 1991,61 (1) :1-12. The Relationships among Family SES, Intelligence, Intrinsic Motivation and Creativity SHI Bao2guo 1 SHEN Ji2liang 2 (11Department of Psychology, Capital Normal University, Beijing ) (21 Institute of Developmental Psychology, Beijing Normal University, Beijing ) Abstract :415 middle school students were used as subjects and the Revised Scientific Creativity Tests for Adolescents as instrument to investigate the relationships of family SES, intelligence, intrinsic motivation and creativity. The results were as follows : (1) there is a significant correlation between family SES, intelligence, intrinsic motivation and creativity. (2) As an environmental factor, family SES has significant direct effects on creativity, and its standardized regression weights is equal to that of intelligence and higher than that of motivation. (3) Family SES has both direct and indirect (through intelligence) effects on creativity, and intelligence and motivation have only direct effects on creativity respec2 tively. Key words :middle school students ; creativity ; intelligence ; intrinsic motivation ; family SES 34

STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE PSYC 350 EDUCATIONAL PSYCHOLOGY

STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE PSYC 350 EDUCATIONAL PSYCHOLOGY Prepared By: John T. Nixon, Ph.D. Reviewed and modified by Edward Boyd April 2015 SCHOOL