新住民學童的認知與情意向度創造力表現及其心理機制研究：以種族增長觀信念、文化距離以及涵化程度為中介及調節變項

以往研究多顯示新住民子女在學業表現及生活適應之困難，但近期許多國外文獻顯示多元文化經驗會對創造力產生正向的影響。國內一系列關於新住民子女創造力的研究也得到了類似的結果，支持了多元文化經驗促進創造力的論述。然而，此現象的內在心理機制仍有待探索。此外，過去新住民的研究常將新住民族群視為單一且同質的個體，在創造力作業上也常以單一創造力指標以類推所有創造力表現。據此，在本研究中除了會將新住民子女視為豐富且具異質性的群體進行區分外，也會將不同類型的創造力（認知向度創造力：封閉式／開放式創造力；情意向度創造力：創意自我效能）納入分析，以期能更深入且全面性地探討多元文化與創造力間的內在機制。研究一從個人動機層次的種族增長觀信念切入，研究假設具多元文化背景的個體會偏好多元、開放的訊息處理風格（例如：低認知閉鎖性），這不僅讓他們能以開放的態度來處理社會訊息（例如：種族增長觀信念），也能使個體在思考上更靈活，進而增進其認知向度創造力表現。在研究一中，共選取了439位中學生（363位一般生；76位新住民）做為研究樣本，其結果支持研究假設，種族增長信念會中介新住民子女在開放式創造力的優勢。進一步的序列中介分析裡也發現，種族增長信念的中介效果係透過新住民子女開放的訊息處理風格（低認知閉鎖性）。研究二與研究三則分別探討影響多元文化經驗效果的兩個文化變項：「文化距離」與「涵化程度」。研究二以環境本身的「文化距離」作為切入，文化距離意指個體雙文化之間的價值觀多樣性程度，當文化距離越大時，個體越有機會能體驗到文化上的衝突，進而有尋求解決方案促進創意想法之可能性。研究二以472位中學生（370位一般生；102位新住民）做為研究對象，區辨不同文化距離的新住民族群並比較之。結果即發現兩新住民族群的差異性：東南亞新住民（遠距文化距離）在背景變項上較為弱勢，在學業科目上也比一般生與中國新住民（近距文化距離）來差，但在認知的開放式創造力表現有較佳的趨勢。中國學童雖在背景變項也較弱勢，但在學科分數上與一般生無異，在認知向度的創造力也有較佳的表現。透過中介分析也顯示，新住民在認知向度的開放式創造力優勢，是來自文化距離的正向效果。意即文化距離能中介新住民在開放式創意上的好表現。研究三則探討新住民子女「涵化程度」之影響，將新住民子女對主流文化（例如：臺灣文化）與原生文化（例如：母國文化）的認同程度納入考量。研究三以728位中學生做為研究對象（525位一般生；203位新住民），結果顯示，新住民子女的涵化程度與其心理調適性（正向情緒、正向情緒複雜度）及情意向度創造力呈正相關，同時涵化程度也會透過正向情緒促進其情意向度創造力的表現。更重要的是，透過區分高、低涵化程度的新住民子女發現，高涵化的新住民子女不僅在心理調適度與一般生無差異，更在認知的開放式創造力上明顯優於一般生；相反的，低涵化程度的新住民子女則在心理調適度（正向情緒、生活滿意度）較一般生來得低，創造力表現上也與一般生無差異。而進一步的分析也發現，涵化程度與正向情緒複雜度對開放式創造力（變通力）具交互作用：只有在高涵化新住民組，正向情緒複雜度才能有效促進開放式創造力，並較一般生來的有優勢；反之，在低涵化組，正向情緒複雜度對創造力無影響，同時也與一般生表現無顯著差異。這也代表高涵化者能有效接收到情緒多樣性的正向影響，並展現出多元文化經驗的優勢；低涵化者則不受到情緒多樣性的影響。最後研究三也將「文化距離」與「涵化程度」同時納入分析，結果發現，只有在高涵化組，新住民文化距離的中介效果才會成立。本研究透過三個研究突顯出影響新住民創意優勢的心理機制與潛在影響影響多元文化經驗效果的文化變項。並以此結果進行討論與延伸，同時也為未來的研究提出相關建議。

關鍵字

新住民子女；認知與情意向度創造力；種族增長信念；文化距離；涵化程度

並列摘要

Previous research has shown that new immigrants’ children often face difficulties in academic performance and adaptation to life, but recent literature from abroad have demonstrated that exposure to multiple cultures can have a beneficial impact on creativity. However, the internal psychological mechanism of this phenomenon is still to be explored. Furthermore, previous research on new immigrants often views new immigrant groups as a single and homogeneous individual, and creativity tasks are often inferred by a single creativity indicator. Therefore, in this research, in addition to viewing children of new immigrants as a rich and heterogeneous group, different types of creativity (cognitive and affective domain of creativity) will also be included in the analysis to further explore the internal mechanism between multiculturalism and creativity. Study 1 examines the individual level of motivation through one’s incremental belief of race. In study 1, 439 middle school students (363 local students; 76 new immigrant students) were selected as the research sample. The results of the study supported the research hypothesis; the incremental belief of race mediated the cognitive dimension of creativity enhancing children’s fluency and originality. Furthermore, a subsequent sequence mediation analysis revealed that this mediating effect is achieved through the open information processing style, characterized by low cognitive closure, exhibited by children of new immigrants. Study 2 focuses on the “cultural distance” within the environment, with cultural distance referring to the degree of diversity in the values between bicultural individuals. In study 2, 472 middle school students (370 local students; 102 new immigrant students), were used as research subjects to understand the potential influence of cultural distance. The results showed that Southeast Asian students (with greater cultural distance) had a disadvantage in family background variables compared to native-born students, as well as a weaker academic performance than both the native-born students and students from China. Despite their weaker academic performance, Southeast Asian students exhibit an improved tendency in domain of creativity: Open-ended creativity, specifically in terms of adaptability and originality. In contrast, despite similar background disadvantages, students from China did not show any difference in their academic performance compared to native-born students and also demonstrated a stronger level of originality in open-ended creativity. A further mediational analysis also revealed that the superior performance of immigrant children in open-ended creativity (fluency) is mediated by cultural distance, meaning that cultural distance has a positive influence on the creativity of children of new immigrants. Study 3 examines the impact of “degree of acculturation” on new immigrant children by considering the level of identification with mainstream culture (e.g. Taiwanese culture) and their native culture (e.g. culture from their home country). Study 3 involved 728 middle school students (525 local students; 203 new immigrant students). The results showed that the degree of acculturation of new immigrant children is positively correlated with their psychological well-being (positive emotions, positive emotion complexity), and affective domain of creativity (creative self-efficacy). Additionally, the degree of acculturation also promotes the expression of affective domain of creativity through positive emotions. Importantly, through the comparison of high and low acculturated new immigrant children, it was found that students with high acculturation not only have similar psychological well-being as native-born students, but also perform significantly better in domain of creativity: Open-ended creativity. On the other hand, students with low acculturation have lower psychological well-being and similar creativity performance as native-born children. Likewise, new immigrants with higher degree of acculturation also perform better in terms of psychological well-being and both types of creativity measures compared to those with lower degree of acculturation. Additionally, further analysis revealed that the degree of acculturation and the complexity of positive emotions have an interactive effect on open-ended creativity. Specifically, only in the high acculturation group, does the complexity of positive emotions effectively enhance open-ended creativity, and it is superior to that of native-born students. Conversely, in the low acculturation group, the complexity of positive emotions has no effect on creativity, and is not significantly different from the performance of native-born students. This also means that high acculturation individuals can effectively receive the positive influence of emotional diversity, and demonstrate the advantages of multicultural experiences, whereas low-acculturation individuals are not affected by emotional diversity.Finally, the present research, through the examination of three studies, has highlighted the psychological mechanisms that influence the strengths in creativity of children from new immigrants’ family, as well as the cultural variables that potentially impact the refinement of multicultural experiences. The findings provide insight into the complexities of the immigrant experience and the role that cultural variables play in shaping it.

並列關鍵字

New immigrants' student ； cognitive and affective domain of creativity ； incremental belief of race ； cultural distance ； acculturation

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