Boys benefit more from teacher support: Effects of perceived teacher support on primary students’ creative thinking

The Effects of Zhongyong Thinking Priming on Creative Problem‐Solving

This study investigated the relationships between parental responsiveness, teaching responsiveness, and creativity, as well as the mechanism underlying these associations. We collected data from 584 Chinese college students via convenience sampling method and used self-report scales to measure their perceived parental responsiveness, teaching responsiveness, creative self-efficacy, and creativity. We employed structural equation modeling (SEM) to examine the relationships among these variables and the mediation effect. The results revealed that both parental responsiveness and teaching responsiveness were positively related to student creativity. Moreover, creative self-efficacy mediated the relationships of parental responsiveness, teaching responsiveness, and creativity. The findings highlight the significance of responsiveness from parents and teachers on student creativity and verify the potential mediating role of creative self-efficacy. These findings suggest that teachers and parents can foster creativity by providing warm and supportive responses to students’ creative needs.

/pdf/the-relationships-of-parental-responsiveness-teaching-1oxwat2g.pdf

The Relationships of Parental Responsiveness, Teaching Responsiveness, and Creativity: The Mediating Role of Creative Self-Efficacy

A total of 1,281 Chinese students in grades 3–6 participated in a study that examined the relationships among student-perceived supportive learning environment (PSLE), mathematical achievement, autonomous self-regulation, and creative thinking. The results demonstrated that student PSLE is positively associated with autonomous self-regulation, creative thinking, and mathematical achievement. In addition, the study also demonstrated that the influence of PSLE on students’ mathematical achievements could be mediated through autonomous self-regulation and creative thinking, respectively. The results shed light on the effectiveness of a supportive learning environment on educational and psychological outcomes in Chinese mathematical classrooms.

/pdf/impact-of-perceived-supportive-learning-environment-on-2ny2bnuo.pdf

Impact of Perceived Supportive Learning Environment on Mathematical Achievement: The Mediating Roles of Autonomous Self-Regulation and Creative Thinking

This study aims to explore the effects of the social-emotional classroom climate on academic achievement in mathematics and literature for elementary students in grades 3 through 6. The research specifically focuses on the indirect role of creative thinking (convergent and divergent thinking). Structural equation modeling techniques were used to examine data collected from 1365 Chinese elementary students. The results indicate that in mathematics and literature classrooms, (1) the social-emotional climate had a positive effect on school achievement, and (2) divergent and convergent thinking play indirect roles between social-emotional climate and academic achievement. The findings suggest that elementary students’ positive perception of social-emotional classroom climate, including the perceptions of teacher support and student cohesiveness, can promote divergent and convergent thinking and ultimately contribute to the output of academic achievement in mathematics and literature.

Social-emotional classroom climate and academic achievement for Chinese elementary students: The roles of convergent and divergent thinking

Exploring the Effect of Perceived Teacher Support on Multiple Creativity Tasks: Based on the Expectancy-Value Model of Achievement Motivation.

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Exploring the Effect of Perceived Teacher Support on Multiple Creativity Tasks: Based on the Expectancy-Value Model of Achievement Motivation.