留守儿童作为特殊教育需要儿童，其教育问题需要得到特殊教育领域的关注。关注留守儿童的创造力具有一定的个人发展及社会发展意义。留守儿童创造力的发展既能提高其心理健康水平，帮助他们应对挑战和压力，增强其问题解决能力和社会适应能力；亦能丰富我国创新型人才储备库、提高我国的发展潜力。目前国内有关留守儿童创造力发展，尤其是关于创造性思维发展特点的研究成果不多，且留守儿童创造力发展影响因素的实证研究比较薄弱。这不利于全面了解留守儿童创造力发展情况，也不利于为留守儿童的创造力培养提供充足的理论基础。

本研究以我国中东部地区6-9年级留守儿童为研究对象，以《中小学生创造性课堂环境量表（学生版）》、修订后的《中小学生内部动机量表》、《小五人格量表》及《创造力潜能评估量表（EPoC）》为研究工具，探讨了6-9年级留守儿童创造力发展的特点，并从内部动机和人格视角揭示了创造性课堂环境对留守儿童创造力影响的作用机制。

本研究的研究结论如下：

1. 修订完成的《中小学生内部动机量表》共包括10道题项，两个维度（挑战性和热衷性）。该量表的信效度较好，可以作为测量中小学生内部动机的有效工具。

2. 6-9年级留守儿童的创造力发展呈现出一定的年级差异和性别差异。（1）在年级发展特点上，留守儿童的发散思维和聚合思维能力均呈现出在波动中发展的趋势。就发散思维而言，从6年级到7年级，留守儿童的发散思维能力显著上升；从7年级到8年级，留守儿童的发散思维能力显著下降；从8年级到9年级，留守儿童的发散思维能力边缘显著上升。就聚合思维而言，从6年级到7年级，留守儿童的聚合思维能力显著上升；从7年级到9年级，留守儿童的聚合思维能力变化不显著。（2）在性别差异上，6-9年级留守女生的发散思维能力显著高于男生。

3. 发散思维与创造性课堂环境的各个维度及总分、内部动机、外向性、宜人性、开放性、谨慎性均呈显著正相关。聚合思维与创造性课堂环境中的教师领导力和教师支持维度、宜人性、开放性、内部动机呈显著正相关。创造性课堂环境的各个维度及总分、内部动机、外向性、宜人性、开放性、谨慎性均呈显著正相关。内部动机与外向性、宜人性、开放性、谨慎性均呈显著正相关。

4. 创造性课堂环境可以直接显著正向影响留守儿童创造力的发展，主要体现在对发散思维的促进上。人格（宜人性、谨慎性、开放性）在创造性课堂环境对留守儿童创造力发展的影响中起中介作用。内部动机和人格（宜人性、谨慎性、开放性）在创造性课堂环境对留守儿童创造力发展的影响中起链式中介作用。

5. 内部动机在创造性课堂环境对留守儿童创造力影响中的中介作用不显著。

本研究结果丰富了留守儿童创造力发展特点相关研究；并有助于较为全面地回答创造性课堂环境是否对留守儿童的创造力有影响，以及影响机制又是什么的问题，进而为留守儿童创造性教学的系统开展提供实证依据。这对提高留守儿童的教育及成长质量，以及推动我国创新型人才培养具有重要意义。

基于研究结果，本研究提出如下建议：首先，关注初中阶段留守儿童创造力的发展；其次，提高留守儿童教师的素质，注重营造留守儿童学校中的创造性课堂环境；再次，注重塑造留守儿童良好的人格的塑造，尤其注重其开放性、宜人性、谨慎性的发展；最后，注重留守儿童的内部动机的保护和激发。

As children with special educational needs, the education of left-behind children is one of the problems in the field of special education. To pay attention to the creativity development of left-behind children has certain significance. The development of creativity can not only help left-behind children improve their mental health, cope with challenges and pressures, increase their problem-solving ability and enhance their social adaptability, but also can enrich China’s innovative talents cultivation and improve China’s development potential. However, at present, the research on left-behind children’s creativity, especially on creativity thinking, are relatively lacking, and the empirical research on the influencing factors of left-behind children’s creativity are needed to be strengthened. This is not conducive to a comprehensive understanding of the creativity development of left-behind children, and also is not conducive to provide a sufficient theoretical basis for their creative teaching.

In this study, the left-behind children in grades 6-9 in eastern and central China were studied. Creative Classroom Environment Scale for Primary and Secondary School Students (Student Version), Revised Intrinsic Motivation Scale for Primary and Secondary School Students, Five-factor Personality Questionnaire for Middle School Students and Evaluation Potential of Creativity(EPOC) were hired. This paper discusses creativity development of left-behind children in grades 6-9, and reveals the influence mechanism of creative classroom environment on creativity development of left-behind children: the chain mediating effect of intrinsic motivation and personality. 

The conclusions of this study are as follows:

1. The Revised Intrinsic Motivation Scale for Primary and Secondary School Students consisted of 10 items, which could be divided into two dimensions (Challenge and Enjoyment). The reliability and validity of the scale were good. This scale can be used as an effective tool to measure the intrinsic motivation of primary and middle school students.

2. The creativity development of left-behind children in grades 6-9 showed significant grade differences and gender difference. (a) In terms of grade differences, the divergent thinking and convergent thinking of left-behind children showed a fluctuation trend. To be more specific, as for divergent thinking, from grade 6 to grade 7, the divergent thinking of left-behind children increased significantly. From grade 7 to grade 8, divergent thinking decreased significantly. As for convergent thinking, from grade 6 to grade 7, the convergent thinking of left-behind children increased significantly. From grade 7 to grade 9, there was no significant change. (b) In terms of gender difference, left-behind girls from grade 6 to grade 9 had significantly higher divergent thinking ability than that of boys.

3. Divergent thinking was positively correlated with each dimension and total score of creative classroom environment, intrinsic motivation, extraversion, agreeableness, openness and conscientiousness. There was a significant positive correlation between convergent thinking and teacher leadership, teacher support, agreeableness, openness and intrinsic motivation. All the dimensions and total scores of the creative classroom environment, intrinsic motivation, extraversion, agreeableness, openness and conscientiousness were significantly positively correlated. Intrinsic motivation was significantly positively correlated with extraversion, agreeableness, openness and conscientiousness.

4. Creative classroom environment could positively affect the creativity development of left-behind children directly and significantly, mainly reflected on the promotion of divergent thinking. Personality (agreeableness, conscientiousness and openness) played an mediating role in the influence of creative classroom environment on the creativity development of left-behind children. Intrinsic motivation and personality (agreeableness, conscientiousness and openness) played a chain mediating role in the influence of creative classroom environment on the creativity development of left-behind children.

5. Intrinsic motivation had no significant mediating effect in the influence of creative classroom environment on creativity development of left-behind children.

The results of this study can enrich the research on left-behind children’s creativity development, and can help to answer the question of whether the creative classroom environment has an impact on left-behind children’s creativity and what the impact mechanism is, so as to provide an empirical basis for the systematic creative teaching of left-behind children. It is of great significance to improve the quality of education of left-behind children and promote the innovative talents cultivating in China.

The recommendations of this study are as follows. Firstly, pay attention to the development of creativity of left-behind children in secondary school. Secondly, improve the abilities of teachers and pay attention to the creation of creative classroom environment in schools of left-behind children. Thirdly, pay attention to the shaping of left-behind children’s good personality, especially the openness, agreeableness and conscientiousness. At last, pay attention to the protection and stimulation of left-behind children’s intrinsic motivation.