高中生恶意创造性行为的潜在转变及其影响因素*

熊建萍; 张明; 马蕾

doi:10.16719/j.cnki.1671-6981.20260412

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心理科学 ›› 2026, Vol. 49 ›› Issue (4) : 914-924. DOI: 10.16719/j.cnki.1671-6981.20260412

发展与教育

高中生恶意创造性行为的潜在转变及其影响因素^*

作者信息 +

Latent Transitions in Malevolent Creativity Behavior among High School Students and Their Influencing Factors

Author information +

文章历史 +

摘要

为探究高中生恶意创造性行为的潜在类别、转变特点及其影响因素，以1757名高中生为被试开展为期6个月的2次追踪调查，并对数据进行潜在剖面与转变分析。结果表明：（1）高中生的恶意创造性行为具有异质性特点，在两个时间点均分为低组，中组和高组3个类别；（2）低恶意创造性行为组的跨时间稳定性最高，其次是中组与高组；随着时间的演变，高恶意创造性行为组逐渐向中组与低组转变；（3）心理韧性强的个体更小概率进入中恶意创造性行为组；（4）性别、年级、歧视知觉是高中生恶意创造性行为潜在类别及其转变的重要预测因素。研究结果有助于理解高中生恶意创造性行为的变化规律，为教育工作者设计干预方案以减轻恶意创造性行为的负面影响提供实证证据。

Abstract

Traditionally, creativity has been regarded as a positive force that drives social progress and individual development. However, when driven by malicious motivations, creativity may also manifest negative aspects, transforming into malevolent creativity behavior. This behavior refers to acts where individuals consciously employ creative thinking to harm others or satisfy improper self-interests. Such conduct not only violates social norms, but also exerts profound negative impacts on personal development and social order. The high school period represents a critical phase in adolescents' socialization process and the formation of creative thinking. During this stage, while demonstrating significantly enhanced cognitive activity, adolescents often exhibit noticeable rebellious tendencies. Coupled with their susceptibility to multiple influencing factors including negative external environments, cognitive development levels, and individual characteristics, this developmental period becomes particularly crucial for the formation and development of malevolent creativity behavior. Therefore, investigating the developmental characteristics and influencing factors of malevolent creativity behavior among high school students carries significant research importance.

Existing research on malevolent creativity behavior has predominantly employed variable-centered cross-sectional designs, which struggle to reveal the intrinsic heterogeneous categories and dynamic developmental processes. In contrast, person-centered latent transition analysis can effectively identify the potential categories of malevolent creativity behavior and their developmental features. Previous studies have indicated that perceived discrimination among adolescents may exacerbate their aggressive tendencies and other behavioral issues; whereas individuals skilled in cognitive reappraisal techniques and with stronger psychological resilience are generally more capable of positively reframing adverse situations, thereby reducing the generation of hostile cognition. Although high school students' perceived discrimination, cognitive reappraisal, and psychological resilience may be associated with malevolent creativity behavior, their relations to the developmental changes of malevolent creativity behavior remain unclear.

The present study adopted a longitudinal design, administering two waves of questionnaires over a six-month period to 1,757 high school students (including both 10th and 11th graders). In each survey wave, participants completed the Malevolent Creativity Behavior Scale, the Perceived Discrimination Scale, the Cognitive Reappraisal Scale, the Psychological Resilience Scale, and demographic information questionnaire. Data analysis was performed using SPSS 26.0 and Mplus 8.3 software, with specific methods including descriptive statistics, correlation analysis, latent profile analysis, latent transition analysis, and multinomial logistic regression.

The results revealed that: (1) Malevolent creativity behavior among high school students demonstrated heterogeneity, with three distinct categories—low, medium, and high—identified at both time points. (2) The low malevolent creativity group exhibited the highest cross-temporal stability, followed by the moderate and high groups; (3) Over time, individuals in the high group showed a greater propensity to transition toward the moderate or low groups; and (4) Gender, grade level, and perceived discrimination were significant predictors of the latent classes and their transitions. Specifically, boys were more likely than girls to transition into the moderate or high groups; students in the first year of high school were more likely than those in the second year to transition from the moderate to the low group; higher perceived discrimination increased the likelihood of transitioning from the moderate to the high group, while psychological resilience only predicted the latent subtypes at T1; and cognitive reappraisal did not significantly predict any transitions in malevolent creativity behaviors.

In summary, this study identified the potential categories of malevolent creativity behavior among high school students and tracked their dynamic changing characteristics. The findings highlight the significant roles of gender, grade level, and perceived discrimination in determining latent class membership and category transitions, while also underscoring the positive role of psychological resilience in shaping these latent profiles. These findings have important implications for preventing and intervening in malevolent creativity behavior among high school students. They suggest that educators should emphasize cultivating students' psychological resilience and actively reduce their perceived discrimination, thereby effectively curbing the formation and development of malevolent creativity behavior.

导出引用

熊建萍, 张明, 马蕾. 高中生恶意创造性行为的潜在转变及其影响因素^*[J]. 心理科学. 2026, 49(4): 914-924 https://doi.org/10.16719/j.cnki.1671-6981.20260412

Xiong Jianping, Zhang Ming, Ma Lei. Latent Transitions in Malevolent Creativity Behavior among High School Students and Their Influencing Factors[J]. Journal of Psychological Science. 2026, 49(4): 914-924 https://doi.org/10.16719/j.cnki.1671-6981.20260412

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恶意创造力因其独特的“危害性”而与一般创造力有所区分。积极的人格特质如心理韧性由于可以促进一般创造力但对恶意有所抑制, 故其对恶意创造力的影响尚不清楚。通过2个研究考察心理韧性与恶意创造力的关系及其作用机制, 以及心理韧性与应激对恶意创造力的共同作用。结果表明：心理韧性水平能够显著负向预测青少年的恶意创造性行为, 且主要通过积极应对方式对恶意创造性行为起作用; 心理韧性对恶意创造性行为的影响也会受到应激环境的调节, 即相对于非应激条件, 应激条件下削弱了积极应对方式对恶意创造性行为的抑制作用。这些结果表明有必要注重培养青少年的心理韧性以抵御外界环境的不良影响, 并正确引导其创造力的发展。

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本文引用 [1] 摘要

发展情境论（Developmental Contextualism）是发展系统理论体系中的一种具有代表性的理论。该理论认为人的发展是通过发展中的个体与其所处情境间的持续交互作用实现的，个体的发展变化过程在本质上是或然渐成性的。该理论不仅更系统地概括了影响人发展的时间和空间因素，而且在交互作用观点的基础上提出了循环影响的研究取向。同时，发展情境论认为人的可塑性特点为干预个体的发展提供了可能，并进一步提出了干预的思路，即通过建立和调整个体与所处情境的拟合优度模型来实现个体和所处情境的积极发展。

[33]	周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(6), 942-950. 本文引用 [1] 摘要共同方法偏差是心理学研究中一个越来越被关注的课题，但国内心理学界对其的介绍、研究还比较少，导致研究中对共同方法偏差的控制还有所欠缺。共同方法偏差的控制方法分为程序控制和统计控制，该文介绍了共同方法偏差的多种统计控制法，如因素分析法、偏相关法、潜在的误差变量控制法、结构方程模型法等，分析了其各自的优缺点，并提出了如何选择采用这些方法的建议.

[34]

Al-Mahdawi,

A. M.

, Dutton,

, Osman, H.,

A. M.

, Bakhiet,

S. F.

, Mohammad,

N. A.

, Khair,

, & Madison,

(2022). Sex differences in malevolent creativity among Sudanese students. Personality and Individual Differences, 196, 111724.

https://doi.org/10.1016/j.paid.2022.111724

https://linkinghub.elsevier.com/retrieve/pii/S019188692200229X

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[35]

Brittian,

A. S.

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G. P.

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A. J.

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M. W.

(2013). Associations between adolescents' perceived discrimination and prosocial tendencies: The mediating role of Mexican American values. Journal of Youth and Adolescence, 42(3), 328-341.

https://doi.org/10.1007/s10964-012-9856-6

https://www.ncbi.nlm.nih.gov/pubmed/23152074

本文引用 [1] 摘要

Experiences with perceived discrimination (e.g., perceptions of being treated unfairly due to race or ethnicity) are expected to impact negatively youths' prosocial development. However, resilience often occurs in light of such experiences through cultural factors. The current longitudinal study examined the influence of perceived discrimination on the emergence of Mexican American adolescents' later prosocial tendencies, and examined the mediating role of Mexican American values (e.g., familism, respect, and religiosity). Participants included 749 adolescents (49 % female) interviewed at 5th, 7th, and 10th grade. Results of the current study suggested that, although perceived discrimination was associated negatively with some types of prosocial tendencies (e.g., compliant, emotional, and dire) and related positively to public prosocial helping, the associations were mediated by youths' Mexican American values. Directions for future research are presented and practical implications for promoting adolescents' resilience are discussed.

[36]	Bronfenbrenner, U. (2000). Ecological systems theory. In A. E. Kazdin (Ed.), Encyclopedia of psychology (pp.129-133). Oxford University Press. 本文引用 [1]

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Casey,

B. J.

, Getz,

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(2008). The adolescent brain. Developmental Review, 28(1), 62-77.

https://doi.org/10.1016/j.dr.2007.08.003

https://www.ncbi.nlm.nih.gov/pubmed/18688292

本文引用 [1] 摘要

Adolescence is a developmental period characterized by suboptimal decisions and actions that give rise to an increased incidence of unintentional injuries and violence, alcohol and drug abuse, unintended pregnancy and sexually transmitted diseases. Traditional neurobiological and cognitive explanations for adolescent behavior have failed to account for the nonlinear changes in behavior observed during adolescence, relative to childhood and adulthood. This review provides a biologically plausible conceptualization of the neural mechanisms underlying these nonlinear changes in behavior, as a heightened responsiveness to incentives while impulse control is still relatively immature during this period. Recent human imaging and animal studies provide a biological basis for this view, suggesting differential development of limbic reward systems relative to top-down control systems during adolescence relative to childhood and adulthood. This developmental pattern may be exacerbated in those adolescents with a predisposition toward risk-taking, increasing the risk for poor outcomes.

[38]

Casper,

D. M.

, & Card,

N. A.

(2017). Overt and relational victimization: A meta-analytic review of their overlap and associations with social-psychological adjustment. Child Development, 88(2), 466-483.

https://doi.org/10.1111/cdev.12621

https://www.ncbi.nlm.nih.gov/pubmed/27709610

本文引用 [1] 摘要

This meta-analytic review includes 135 studies, representing 17 countries, of child and adolescent (ages 4-17) samples of overt and relational peer victimization and examines the magnitude of overlap between forms of victimization and associations with five social-psychological adjustment indices. Results indicate a strong intercorrelation between forms of victimization (r¯ = .72). No gender difference with regard to relational victimization was found, but boys were slightly higher in overt victimization. Overt victimization is more strongly associated with overt aggression; relational victimization is more strongly related to internalizing problems, lower levels of received prosocial behavior from peers, and relational aggression. Both forms are related to externalizing problems. Age and method of assessment were explored as potential sources of variability in effect sizes.© 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

[39]

Cheng,

, Lu,

, & Hao,

(2021). The effect of anger on malevolent creativity and strategies for its emotion regulation. Acta Psychologica Sinica, 53(8), 847-860.

https://doi.org/10.3724/SP.J.1041.2021.00847

本文引用 [1] 摘要

Malevolent creativity involves the application of novel ideas to purposely harm others. Instances of it appear everywhere in daily life, such as fraud and money laundering. It is necessary to unveil the factors that can impact malevolent creativity and develop corresponding strategies to reduce its potential harm to society. Previous studies have found that malevolent creativity can be affected by factors such as unfair situations, emotional intelligence, and motivational orientation. Given that malevolent creativity requires individuals to harm others and aggressive behaviours often result from anger, it can be inferred that anger might be an important factor behind malevolent creativity. Moreover, considering that anger can stimulate general creativity through emotional arousal and be strongly relevant to implicit aggression, both emotional arousal and implicit aggression might play key roles in the association between anger and malevolent creativity. If anger can enhance malevolent creativity, the investigation of the impact of emotion regulation strategies on the malevolent creativity of angry individuals is a significant and novel research topic. The current study aimed to explore the effect of anger on malevolent creativity and its underlying mechanisms, and to determine whether such an effect could be modulated by strategies of emotional regulation.
Study 1, in which a total of 102 college students participated, had a single between-participant factorial design (emotion: anger vs. sadness vs. neutral emotion). There were 34 participants in each group. Participants in the anger and sadness groups were asked to complete the 5-min autobiographical memory task to induce corresponding emotions, and the participants in the neutral emotion group were instructed to complete a 5-min control task (record the schedule for the day in detail). Next, the participants were asked to solve one 10-min malevolent creativity problem (adapted realistic presented problem) and one 5-min general creativity problem (alternative uses task) in each group. Participants’ implicit aggression was assessed using the preference-phrase method. Study 2, in which a total of 120 college students participated, had a single between-participant factorial design (emotion regulation strategies: cognitive reappraisal vs. expressive suppression vs. control group). There were 40 participants in each group. All participants were first asked to induce anger using the autobiographical memory task, and then solve one 5-min malevolent creativity problem. Next, participants in the emotion regulation groups were asked to regulate anger using the relative emotion regulation strategies (3 min), while participants in the control group were asked to complete a 3-min copying task. After the session of emotion regulation, all participants were asked to solve another 5-min malevolent creativity problem. Participants’ implicit aggression was assessed as in Study 1.
In Study 1, the results showed that the anger group had higher levels of general creative performance, malevolent creative performance, and implicit aggression, than the sadness and neutral emotion groups. Additionally, emotional arousal mediated the effect of anger on both general creative performance and malevolent creative performance (idea fluency and originality), whereas implicit aggression merely mediated the effect of anger on malevolent creative performance (idea fluency, originality, and malevolence). In Study 2, the results showed that anger in the cognitive reappraisal and expressive suppression groups significantly decreased after emotion regulation. No similar result was observed for the control group. The control group had significantly higher levels of malevolent creative performance and implicit aggression than the other groups. While implicit aggression mediated the effect of emotion regulation strategies on idea fluency, originality, and malevolence of malevolent creative performance, emotional arousal merely mediated the effect of emotion regulation strategies on idea fluency and originality. These results were independent of control factors such as individual creative potential, malevolent creative potential, and aggression in daily life.
In conclusion, these findings indicate that anger can stimulate individual malevolent creativity through both implicit aggression and emotional arousal pathways. Emotion regulation strategies such as cognitive reappraisal and expressive suppression can effectively impair the malevolent creativity of angry individuals. Theoretically, this study enriches the research field of malevolent creativity and provides evidence and interpretation of the effect of anger on malevolent creativity and its potential mechanism. In practice, this study confirms that cognitive reappraisal and expression inhibition strategies can effectively weaken the malevolent creativity of angry individuals. This emphasises the necessity of regulating anger to avoid or reduce the social harm resulting from malevolent creativity.

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[43]

Meade,

A. W.

, & Craig,

S. B.

(2012). Identifying careless responses in survey data. Psychological Methods, 17(3), 437-455.

https://doi.org/10.1037/a0028085

https://www.ncbi.nlm.nih.gov/pubmed/22506584

本文引用 [1] 摘要

When data are collected via anonymous Internet surveys, particularly under conditions of obligatory participation (such as with student samples), data quality can be a concern. However, little guidance exists in the published literature regarding techniques for detecting careless responses. Previously several potential approaches have been suggested for identifying careless respondents via indices computed from the data, yet almost no prior work has examined the relationships among these indicators or the types of data patterns identified by each. In 2 studies, we examined several methods for identifying careless responses, including (a) special items designed to detect careless response, (b) response consistency indices formed from responses to typical survey items, (c) multivariate outlier analysis, (d) response time, and (e) self-reported diligence. Results indicated that there are two distinct patterns of careless response (random and nonrandom) and that different indices are needed to identify these different response patterns. We also found that approximately 10%-12% of undergraduates completing a lengthy survey for course credit were identified as careless responders. In Study 2, we simulated data with known random response patterns to determine the efficacy of several indicators of careless response. We found that the nature of the data strongly influenced the efficacy of the indices to identify careless responses. Recommendations include using identified rather than anonymous responses, incorporating instructed response items before data collection, as well as computing consistency indices and multivariate outlier analysis to ensure high-quality data.

[44]

Ford,

B. Q.

, & Troy,

A. S.

(2019). Reappraisal reconsidered: A closer look at the costs of an acclaimed emotion-regulation strategy. Current Directions in Psychological Science, 28(2), 195-203.

https://doi.org/10.1177/0963721419827526

https://journals.sagepub.com/doi/10.1177/0963721419827526

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[46]

Hao,

, Tang,

, Yang,

, Wang,

, & Runco,

M. A.

(2016). A new tool to measure malevolent creativity: The malevolent creativity behavior scale. Frontiers in Psychology, 7, 682.

https://doi.org/10.3389/fpsyg.2016.00682

https://www.ncbi.nlm.nih.gov/pubmed/27242596

本文引用 [3] 摘要

The present study developed the malevolent creativity behavior scale (MCBS), which contains 13 items and was designed to measure individuals' malevolent creativity through the behavior of daily lives. A total of 958 participants from different regions of China completed the MCBS in an online fashion. Cronbach's alpha coefficient, using the 908 MCBSs with entirely complete data, indicated that the MCBS had satisfactory reliability. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) revealed that the MCBS had 3 dimensions: hurting people, lying, and playing tricks. MCBS scores were positively correlated with individuals' aggression, openness, extraversion, and scores on the Runco Ideational Behavior Scale (RIBS). MCBS scores also predicted individuals' malevolent creativity performances when solving realistic, open-ended problems. The MCBS has a simple response medium and scoring procedure. This, along with the adequate psychometric properties uncovered here, indicates that it is a useful tool for research on malevolent creativity. Given that the MCBS contains a relatively small number of categories and items, further research could expand the categories of items and develop and test more items. Moreover, it would be useful to test MCBS's reliability and validity with other criteria. Perhaps future research could obtain actual MC data from criminal or other unambiguously malevolent samples.

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D. J.

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(2015). Fast and furious: The influence of implicit aggression, premeditation, and provoking situations on malevolent creativity. Psychology of Aesthetics, Creativity, and the Arts, 9(1), 54-64.

https://doi.org/10.1037/a0038499

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