学业焦虑对青少年创造性问题发现的认知机制
The Cognitive Mechanisms of Academic Anxiety Affecting Creative Problem Finding in Adolescents
DOI: 10.12677/ae.2026.1691876, PDF,   
作者: 徐少盈：江西应用科技学院公共教学部，江西 南昌
关键词: 学业焦虑；问题发现；认知机制；青少年；Academic Anxiety； Problem Finding； Cognitive Mechanisms； Adolescents
摘要: 情绪与创造性认知研究长期存在分歧，因未细分情绪多维属性与认知阶段。本文以叙述性文献综述，聚焦青少年学业焦虑与创造性问题发现阶段，基于唤醒度与回避动机维度，整合扩展建构理论、动机维度模型与双通道模型，构建“情绪属性–认知中介–问题发现”三层框架，揭示学业焦虑通过注意广度、认知控制、语义联想、工作记忆四条路径差异化影响问题发现三维度，弥补了单一情绪与单一认知阶段综述的不足。
Abstract: The relationship between emotion and creative cognition has long been controversial, due to the failure to distinguish the multidimensional attributes of emotion and the specific stages of creative cognition. Adopting a narrative literature review approach, this paper focuses on adolescent academic anxiety and the creative problem-finding stage. Based on the dual dimensions of arousal and avoidance motivation, and integrating the broaden-and-build theory, the motivational dimensional model of affect, and the dual pathway to creativity model, we construct a three‑tier framework of “emotional attributes - cognitive mediation - problem‑finding outcomes”. This framework reveals that academic anxiety differentially affects the fluency, novelty, and practicality of problem finding through four pathways: attention breadth, cognitive control, semantic association, and working memory. This review fills the gap in the literature for a refined synthesis focusing on a single negative emotion and a single cognitive stage.
文章引用：徐少盈. 学业焦虑对青少年创造性问题发现的认知机制[J]. 教育进展, 2026, 16(9): 60-67. https://doi.org/10.12677/ae.2026.1691876

参考文献

[1] 胡卫平, 王博韬, 段海军, 程丽芳, 周寰, 李晶晶. 情绪影响创造性认知过程的神经机制[J]. 心理科学进展, 2015, 23(11): 1869-1878.
[2] 叶浩生, 苏佳佳, 苏得权. 身体的意义: 生成论视域下的情绪理论[J]. 心理学报, 2021, 53(12): 1393-1404.
[3] Gable, P.A. and Harmon-Jones, E. (2008) Approach-Motivated Positive Affect Reduces Breadth of Attention. Psychological Science, 19, 476-482.
https://doi.org/10.1111/j.1467-9280.2008.02112.x
[4] 林崇德. 教育与心理发展——教育为的是学生发展[M]. 北京: 北京师范大学出版社, 2013.
[5] 林崇德, 胡卫平. 创造性人才的成长规律和培养模式[J]. 北京师范大学学报(社会科学版), 2012(1): 36-42.
[6] 周丹, 施建农. 从信息加工的角度看创造力过程[J]. 心理科学进展, 2005, 13(6): 721-727.
[7] 张亚坤, 陈宁, 陈龙安, 施建农. 让智慧插上创造的翅膀: 创造动力系统的激活及其条件[J]. 心理科学进展, 2021, 29(4): 707-722.
[8] Fredrickson, B.L. and Branigan, C. (2005) Positive Emotions Broaden the Scope of Attention and Thought‐Action Repertoires. Cognition & Emotion, 19, 313-332.
https://doi.org/10.1080/02699930441000238
[9] De Dreu, C.K.W., Baas, M. and Nijstad, B.A. (2008) Hedonic Tone and Activation in the Mood-Creativity Link: Toward a Dual Pathway to Creativity Model. Journal of Personality and Social Psychology, 94, 739-756.
[10] De Dreu, C.K.W. and Nijstad, B.A. (2017) On Becoming Creative: Basic Theory with Implications for the Workplace. In: Elliot, A.J., Dweck, C.S. and Yeager, D.S., Eds., Handbook of Competence and Motivation: Theory and Application, The Guilford Press, 353-369.
[11] 王振宏, 刘亚. 不同趋近动机强度积极情绪对认知控制的影响[J]. 心理学报, 2013, 45(5): 546-555.
[12] 杜夏雨, 史从戎, 赵子仪, 薛婷. 情绪效价和动机情绪对青少年创造力的影响[J]. 心理与行为研究, 2021, 19(2): 160-165.
[13] 张婉丽. 初中生的情绪动机强度对无意识思维解决创造性问题的影响[D]: [硕士学位论文]. 兰州: 西北师范大学, 2024.
[14] 石婷婷. 愤怒情绪影响创造性认知过程的fNIRS研究[D]: [硕士学位论文]. 西安: 陕西师范大学, 2017.
[15] 艾树, 汤超颖. 情绪对创造力影响的研究综述[J]. 管理学报, 2011, 8(8): 1256-1262.
[16] 佟浩. 高强度间歇训练对创造性思维的影响及其作用机制[D]: [硕士学位论文]. 重庆: 西南大学, 2023.
[17] 董妍, 俞国良. 青少年学业情绪问卷的编制及应用[J]. 心理学报, 2007(5): 852-860.

为你推荐