音乐创造力是人在特定的社会文化环境中进行音乐创造性活动所具备的能力，是一般创造力在音乐领域的具体体现，如即兴创作，作曲等。随着社会经济的发展，国家越来越重视复合型人才的培养，尤其是中小学生的创造力。音乐创造力的培养更是义务教育阶段的重要培养目标之一，学校重视学生对音乐及其他的声音进行探索，综合运用音乐基础知识、技能和创造性思维，开展即兴表演和音乐编创活动，从而培养音乐创造力。以往的研究大多专注如何培养音乐创造力，缺乏全面的测量工具，限制了音乐创造力状况、影响因素及作用机制的全面探讨。因此，本研究拟通过编制科学的中小学生音乐创造力测量任务，全面了解中小学生音乐创造力的状况，并从个体自身因素、家庭和学校艺术环境三个方面综合探讨中小学生音乐创造力的影响因素及作用机制，以期为中小学生音乐创造力的培养提供科学依据。

本论文共开展了四个研究，包含三个实证研究和一个质性研究。

研究一包含2个子研究，分别在大规模测试(研究1：N=15576)和小规模测试(研究2：N=347)中，编制标准化的音乐创造力测量工具和灵活的音乐创造力表现任务，并考察其在年级、性别等方面的群体差异。结果发现：（1）大规模的标准化测量工具和小规模的表现任务测试任务都具有良好的信效度；（2）四年级学生的音乐创造力高于八年级学生，女生的音乐创造力高于男生，城市学生的音乐创造力高于农村学生，独生子女的音乐创造力高于非独生子女。

研究二通过3个子研究探讨个体自身因素(子研究1：一般创造力和创造倾向；子研究2：音乐听辨能力和欣赏能力；子研究3：音乐学习兴趣、态度和音乐学习经历)与中小学生音乐创造力的关系及作用机制。结果发现：（1）个体创造表现和创造倾向正向显著预测音乐创造力，创造表现在一般创造倾向在预测音乐创造力的影响作用中起中介作用；（2）音乐欣赏与听辨能力分别显著正向预测音乐创造力，音乐欣赏能力在音乐听辨能力对音乐创造的影响作用中起中介作用；（3）音乐学习兴趣、态度、正式音乐活动和非正式音乐活动分别显著预测音乐创造能力，正式、非正式活动参与分别可以通过音乐学习兴趣、态度的中介作用显著预测音乐创造力。

研究三通过2个子研究探讨家-校环境因素(子研究1：家庭艺术环境；子研究2：学校艺术教育环境)对中小学生音乐创造力的影响及作用机制。结果发现：（1）家庭艺术资源、艺术教育投入，家长艺术态度和家庭艺术氛围显著预测音乐创造力，家庭艺术资源可以通过家庭艺术氛围的中介作用显著预测音乐创造力，家庭艺术资源可以通过家长艺术态度的中介作用显著预测音乐创造力；（2）学校艺术教育环境中，音乐周课时数和教师课堂教学内容显著预测音乐创造力，教师课堂教学内容分别在音乐周课时数对学生创造力的影响、教师教学理念对学生音乐创造力的影响中起中介作用；（3）在控制个体与家庭因素后，课堂教学内容、教师学科专业能力以及教师教学效能显著正向预测学生音乐创造力；此外，相比个体和家庭层面因素，学校层面因素对音乐创造力有更强的预测作用，可解释58.21%的学生音乐创造力的变异。

研究四通过质性研究进一步验证了研究二和三的研究结果，基于30名学生和8名教师的访谈，构建了学生音乐创造力的个体、家庭和学校环境影响因素模型。

综上，本研究创新性地编制了适合我国文化背景、切合中小学生艺术学习特点、同时具有良好信效度和生态效度的音乐创造力测查工具，为后续开展音乐创造力相关研究提供工具和方法参考。论文所发现的个体、学校和家庭环境中影响学生音乐创造力的关键因素及作用机制等结果，也将为针对性地培养学生的音乐创造力提供着力点和抓手，从而促进学生音乐素养以及创造力的提升。

Musical creativity is the ability of people to carry out musical creative activities in a specific social and cultural environment, and is the concrete embodiment of general creativity in the field of music, such as improvisation, composition and so on. With the development of social economy, the country pays more and more attention to the cultivation of compound talents, especially the creativity of primary and secondary school students. The cultivation of musical creativity is one of the important training goals in the stage of compulsory education. The school attaches great importance to students' exploration of music and other sounds, comprehensive use of music basic knowledge, skills and creative thinking, and carry out improvisation and music creation activities, so as to cultivate musical creativity. Most of the previous researches focused on how to cultivate musical creativity, because the lack of scientific measurement tools limited the comprehensive discussion on the status, influencing factors and mechanism of musical creativity. Therefore, this study intends to comprehensively understand the status of musical creativity of primary and secondary school students by compiling scientific measurement tasks for musical creativity, and comprehensively explore the influencing factors and mechanism of musical creativity of primary and secondary school students from three aspects: individual factors, family and school art environment, in order to provide scientific basis for the cultivation of musical creativity of primary and secondary school students.

This paper has carried out four studies, including three empirical studies and one qualitative study.

Study 1 consisted of two sub-studies that developed standardized instruments for measuring musical creativity and flexible musical creativity performance tasks in a large scale test (Study 1: N=15576) and a small scale test (study 2: N=347), and examined population differences in gender and grade level. The results show that (1) Both the large-scale annotated measurement tool and the small-scale performance task have good reliability and validity. (2) The musical creativity of Grade 4 students is higher than that of grade 8 students, that of girls is higher than that of boys, that of urban students is higher than that of rural students, and that of only children is higher than that of non-only children.

Study 2 explores individual factors through three sub-studies (Sub-study 1: general creativity and creative tendency; Sub-study 2: Music listening ability and appreciation ability; Sub-study 3: The relationship between interest, attitude and experience of music learning and musical creativity of primary and secondary school students. The results show that (1) individual creative performance and general creative tendency positively predict musical creativity, and creative performance plays a mediating role in the influence of general creative tendency on musical creativity. (2) Music appreciation and listening ability positively predicted music creativity respectively, and music appreciation ability played a mediating role in the influence of music listening ability on music creation. (3) Interest in music learning, attitude, formal music activities and informal music activities significantly predicted music creation ability, and participation in formal and informal activities significantly predicted music creativity through the mediating role of interest in music learning and attitude, respectively.

 Study 3 explores family-school environment factors through two sub-studies (Sub-study 1: family art environment; Sub-study 2: The relationship between school art education environment and musical creativity of primary and secondary school students and its mechanism. The results show that (1) Family art resources and art education input, parents' art attitude and family art atmosphere significantly predict musical creativity; Family art resources can significantly predict musical creativity through the mediating effect of family art atmosphere; Family art resources can significantly predict musical creativity through the mediating effect of parents' artistic attitude. (2) In the school art education environment, the weekly music class hours and teachers' classroom teaching content significantly predicted music creativity, and teachers' classroom teaching content played an intermediary role in the influence of weekly music class hours on students' creativity and the influence of teachers' teaching concepts on students' music creativity, respectively. (3) After controlling for individual and family factors, classroom teaching content, teachers' subject professional ability and teachers' teaching effectiveness significantly positively predicted students' musical creativity; In addition, compared with individual and family factors, school-level factors have a stronger predictive effect on music creation ability, which can explain 58.21% of the variation of students' music creation ability.

Study 4 further verified the results of studies 2 and 3 through qualitative research. Based on interviews with 30 students and 8 teachers, a model of individual, family and school influencing factors of students' musical creativity was constructed.

In summary, this paper innovatively prepares a musical creativity measurement tool that is suitable for Chinese cultural background, meets the characteristics of primary and secondary school students' art learning, and has good reliability and validity and ecological validity, which will provide tools and methods for the follow-up research on musical creativity. The key factors and mechanisms of influence on students' musical creativity found in individual, school and family environment will also provide the focus and starting point for cultivating students' musical creativity, so as to promote the improvement of students' musical literacy and creative ability.