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ERIC Number: EJ1288304
Record Type: Journal
Publication Date: 2021-Mar
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0175
EISSN: N/A
Exploring the Effect of Perceived Teacher Support on Multiple Creativity Tasks: Based on the Expectancy-Value Model of Achievement Motivation
Sun, Cuicui; Zhou, Zhijin; Yu, Quanlei; Gong, Shaoying; Yi, Liu; Cao, Yang
Journal of Creative Behavior, v55 n1 p15-24 Mar 2021
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.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Identifiers - Assessments and Surveys: Remote Associates Test
Grant or Contract Numbers: N/A