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| High School Students’ Epistemological Beliefs and Their Relationships to Creative Disposition |
| XU Chuan, LIU Wen-Ling |
| （1.No.3 Middle School Affiliated to Shanghai Normal University,Shanghai,; 2.School of Psychology and Cognitive Psychology, East China Normal University） |
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Abstract The purpose of this research was to investigate the development of high school students’ epistemological beliefs and their relationships to creative disposition. A sample of 483 students from Shanghai was tested by the Epistemological Beliefs Scale for High School Students and Williams Creativity Assessment. Results of this research shows that: (1) Students in different schools and different grades have significant differences in their integral-constructive beliefs and their separated-receptive beliefs. Girls are more sophisticated than boys in separated-receptive beliefs. (2) There is a significant positive correlation between the level of epistemological belief and creative disposition. Both integral-constructive beliefs and their separated-receptive beliefs can predict participants’ creative dispositions. (3) School type, grade and gender are directly or indirectly associated with creative dispositions. Epistemological beliefs are mediators between school types, gender and creative dispositions.
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Received: 26 September 2014
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2014, Vol. 11 
