Teacher's Encouragement on Creativity, Intrinsic Motivation, and Creativity: The Mediating Role of Creative Process Engagement

Abstract

Drawing on Dewey's pragmatic perspective on talent cultivation and previous research on promoting employee creativity in industry, this study investigates student creativity performance in relation to teacher's encouragement, intrinsic motivation, and creative process engagement. Based on survey data collected from 140 vocational high school students who participated in a nation‐wide contest in Taiwan, path analyses were performed using structure equation modeling techniques. The results indicate that both teacher's encouragement and intrinsic motivation have a significant, although indirect, effect on student creativity, and that creative process engagement, as opposed to teacher encouragement or intrinsic motivation, has a direct and significant mediating effect on student creativity. This finding is in partial agreement with prior research which reports student creativity is positively associated with teacher encouragement and intrinsic motivation, highlighting the mediating role of creative process engagement in facilitating student creative performance.

Using Google Classroom to Increase Students Motivation to Learn English at SMP Negeri 1 Limboto Gorontalo

“…In this way, online learning has a positive effect on students learning motivations. By the findings of this research, it has also been confirmed that there is a very closed connection between the intrinsic and extrinsic motivations of the students, which is in line with the theories provided (Gonzalez-DeHass, Willems, & Holbein, 2005;Yuan, Wu, Hu, & Lin, 2019).…”

“…This study explores the process of integrating Google Classroom in teaching and learning English which might bring positive impacts on increasing students English learning motivationboth intrinsic and extrinsic, later on might improve their academic performance. This is different from other studies (Daskalovska et al, 2012;Gonzalez-DeHass et al, 2005;Koca, 2016;Yuan et al, 2019), which mainly looking at one motivation only without integrating it with technology as their focus.…”

“…This is mainly because they are an individual who are still looking for their identity that might struggle sometimes. This finding shows that it is true that there is a closed connection between intrinsic motivation and extrinsic motivation just like the theories stated better (Gonzalez-DeHass et al, 2005;Yuan et al, 2019).…”

“…A persons motivation drives him or her to behave for self-fulfillment (Oroujlou & Vahedi, 2011;Wardani et al, 2020). Internal and external behaviours encourage people to improve their behavior/activities (Yuan et al, 2019). It provides encouragement, direction, and persistence of behavior, so motivated behavior is energized, directed, and long-lasting.…”

Investigation of Motivation and Creativity in the Framework of Cognitive Skills in Secondary School Students

“…), since the relationship between creativity and cognitive skills has a variable structure (Kim et al, 2010). The indirect but meaningful motivational effect of the teacher on the student (Yuan, Wu, Hu, and Lin, 2019) also highlighted itself in the results of the study. The Turkish Listening Span Test was carried out in order to measure executive functions in memory (Pickering and Gathercole, 2001) and since the relationship of this concept with creativity is varying (Benedek et al, 2014;Beaty et al, 2014), it was concluded that the findings of the listening span test were partially related to creativity scores.…”