通过对800名中学生进行问卷调查,本研究旨在探究内疚感与言语发散思维之间的关系,并揭示亲社会倾向在其中的中介作用以及认知需求的调节作用。研究结果显示,内疚感不仅能够直接显著地正向预测中学生的言语发散思维能力,还能通过亲社会倾向间接地影响他们的言语发散思维。此外,个体的认知需求调节了这种间接影响,显示出在低认知需求的个体中,内疚感对亲社会倾向的正向预测作用更为突出。这些发现表明,内疚感能够通过激发亲社会动机来提升个体的发散思维水平,并为如何有效地培养中学生的创造性思维提供了有益的参考。This study endeavors to delve into the intricate relationship between guilt and verbal divergent thinking among 800 middle school students through a comprehensive questionnaire survey. Its objectives encompass elucidating the mediating influence of prosocial tendencies and the moderating effect of cognitive needs. The outcomes reveal a dual-faceted impact: guilt directly and substantially predicts the verbal divergent thinking prowess of these students, while also exerting an indirect influence through fostering prosocial tendencies. Furthermore, individual cognitive needs serve as a crucial moderator, amplifying the positive predictive link between guilt and prosocial tendencies, particularly among those with lower cognitive needs. These revelations underscore the potential of guilt to bolster divergent thinking by nurturing prosocial motivations, offering profound insights into strategies for fostering creative thinking among middle school students.
