焦虑对大学生科学发明创造问题解决的影响

目的探讨焦虑对大学生科学发明创造性问题解决的影响，为研究焦虑与创造性思维的关系提供依据。方法随机选取200名西南大学在校大学生，通过《威廉姆斯创造倾向性测验》问卷进行筛选，选出符合实验条件的36名学生作为研究对象，根据得分情况将其分为高创造性倾向组和低创造性倾向组。进入实验程序后，采用《科学发明创造实验材料库》进行创造性评估，并用状态特质焦虑量表对其焦虑状态进行评估分析。结果科学发明与创造性倾向测验总分以及冒险性、好奇性、想象力、挑战性4个因子显著相关，r分别为0．467，0．456，0．385，0．377，0．501（P〈0．01）。在创造性问题解决中，特质焦虑主效应显著（F=4．772，P〈0．05），低度特质焦虑组创造力得分显著高于高度特质焦虑组。创造性倾向与状态焦虑之间交互效应不显著（F=0．508，P〉0．05）。结论焦虑与大学生科学发明创造问题解决显著相关，特质焦虑对创造性有显著影响，而状态焦虑对创造性的影响尚不明确。

Influence of Anxiety on Scientific Invention and Creative Problem Solving of University Students

Objective To probe into the influence of anxiety on scientific inventive and creative problem solving of university students so as to provide a basis for exploring the relationships between anxiety and creative thinking. Method 200 students from southwest university were randomly selected and screened using williams＇ creativity assessment packet questionnaire. 36 eligible university students were selected as investiga-tion subject and were divided into group with high creativity tendency and group with low creativity tendency based on their scores. Their creativity was evaluated using material database of scientific invention and creative experiment after undergoing experimental procedure, and their anxiety state was evaluated and analyzed using the state-trait anxiety Inventory （STAI）. Results Overall scores of scientific invention and creativity tendency test were significantly correlated with the following four factors., adventure, curiosity, imagination and chal-lenge, with respective r of 0. 467, 0. 456, 0. 385, 0. 377, and 0. 501 （p〈0.01）. In creative problem solving, group with high trait anxiety has a significant effect （F= 4. 772, p〈0.05）. Scores on creativity in group with low trait anxiety were significantly higher than the group with high trait anxiety. Interaction effect between creativity tendency and state anxiety was insignificant （F=0. 508, p〉0. 05）. Conclusion Anxiety has a sig-nificant correlation with scientific inventive and creative problem solving of university students. Trait anxiety has a significant influence on creativity while that of state anxiety is not clear.