新住民子女認知與情意創造力表現之機制探討：內外複雜度、優勢取向和文化整合教學之調節中介模型

In the first year, the project explores new immigrant children’s strengths in internal complexity and its mediating pathways toward different types of creativity; two possible mechanisms that affect their strengths in creativity (emotional complexity and personality complexity) are preliminarily explored. The study found that children’s (from Chinese immigrants background) strengths in insight problem solving were positively mediated by complexity of negative emotions, that is, children’s strengths in insight problem solving are partly influenced by the richness and the diversity of their negative emotional experience (Study 1). Next, in the second year, we explored the possible influencing factors that affect new immigrant children’s strengths in creativity, including “level of acculturation” and “cultural distance”. The aim is to explore the most applicable pathway between the influence of cultural environment and the creative performance of new immigrant children. Findings suggested that new immigrant children’s strengths in fluency is mediated by cultural distance. Therefore, cultural distance on bicultural immigrant children’s strengths in open-ended creative potential is influenced by the diverse values between cultures (Study 2). Moreover, study finding indicates that new immigrant children’s complexity in positive emotions and its effect on life satisfaction is mediated by level of acculturation. This means that positive acculturation experience in new immigrant children fosters one’s internal complexity, and in turn enhances their psychological and life satisfaction (Study 3). Finally, in the third year, classroom interventions were conducted to improve middle school student’s cultural integration via multicultural stimulation and learning ability based on their strengths in creativity. Results suggests that after the implementation of the first teaching program, the six-week multi-cultural integration, the students involved (i.e. children from new immigrant family) has significantly higher learning abilities in their creative self-efficacy and affective creativity than general students (i.e., students with both Taiwanese born parents). In contrast, new immigrant students that attended traditional lessons has significantly lower learning performance than general students. This suggest that attending programs with a design and practices in multicultural integration significantly enhances one’s positive traits and potentials such as learning development and learning experience, which in turn creates more positive creative and affective performance (Study 4). In the second teaching program, the five-week strengths-based creative thinking integrated board game program was used. Findings suggest that the program can enhance new immigrant student’s creativity and develop higher life satisfaction compared to general students. Results suggests that use of strengths based programs, students are able to create opportunities to utilize and recognize their strengths and in turn generate a positive self and life appraisal (Study 5). In general, this program of research is the first in Taiwan to explore the creative process of children from new immigrant families, and takes the lead in designing cultural integration and strengths-based creative thinking teaching experiments through a multicultural creative teaching perspective. The results of the research have implications in relation to increasing new immigrant children’s overall creative potential and mental health. Discussions are made based on the significance of this phenomenon in the educational settings and the process of psychological mechanism.