Exploring the Effect of Perceived Teacher Support on Multiple Creativity Tasks: Based on the Expectancy–Value Model of Achievement Motivation. (20th November 2019)

• Record Type: Journal Article
• Authors: Sun, Cuicui; Zhou, Zhijin; Yu, Quanlei; Gong, Shaoying; Yi, Liu; Cao, Yang
• Is Part Of: Journal of creative behavior. Volume 55:Number 1(2021)
• Page Start: 15
• Page End: 24
• Publication Date: 2019-11-20
• Subjects: teacher support -- creativity -- creative self‐efficacy -- expectancy–value model; Creative ability -- Periodicals; Creativeness -- Abstracts; Creativeness -- Periodicals; Education -- Abstracts; Education -- Periodicals; Créativité -- Périodiques; 153.35
• DOI: 10.1002/jocb.430
• Languages: English
• ISSNs: 0022-0175

Abstract

Abstract: The present study explores the effect of perceived teacher support on three forms of thinking related to creativity. Tests of convergent thinking (by means of the Remote Associates Test), insight thinking (explored through a brain‐teaser test), and divergent thinking (by means of a verbal creativity test) were given to 512 middle school students in China, along with assessments of their perceived teacher support and creative self‐efficacy. The results of this study indicate that perceived teacher support positively predicts convergent thinking and insight thinking, with creative self‐efficacy playing a partial mediating role between perceived teacher support and convergent thinking. However, no significant relationships were found between perceived teacher support and divergent thinking. The findings partly lend support to the expectancy–value model of achievement motivation that teacher's behavior influences student performance through self‐belief pathway.