The relationship between need for cognition and adolescents’ creative self-efficacy: The mediating roles of perceived parenting behaviors and perceived teacher support

Abstract

Drawing on social cognitive theory, need for cognition might have a significant influence on adolescents' creative self-efficacy. However, no studies, to date, have investigated this relationship. To address this gap in the literature, this study used a 3-year longitudinal design to investigate the effect of need for cognition on adolescents' creative self-efficacy. Moreover, to better understand this effect, we also investigated the mediating roles of perceived parenting behaviors and perceived teacher support, and the possible gender differences. The sample included 221 Chinese adolescents (mean age = 14.58, 48% girls) followed across 3 years. The results revealed that need for cognition had a beneficial effect on adolescents' creative self-efficacy. Moreover, perceived parental autonomy support and perceived parental psychological control mediated the effect of need for cognition on creative self-efficacy. Lastly, there exist gender differences in these mediation effects. Perceived parental autonomy support only mediated the effect of need for cognition on boys' creative self-efficacy, whereas perceived parental psychological control only mediated the influence of need for cognition on girls' creative self-efficacy. Our findings help clarify developmental pathways linking need for cognition to adolescents' creative self-efficacy, and the underlying mediation mechanisms.

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

“…Later studies also indicated that an authoritative parenting style was positively related to self-efficacy (Masud et al, 2016;Llorcamestre et al, 2017). Importantly, there was evidence directly showing that perceived parental support was linked with heightened creative self-efficacy (Gralewski and Jankowska, 2020;Chen et al, 2021). Considering the above, it seems reasonable that parental responsiveness, characterized by attentive, warm reactions toward children's needs to foster individuality, self-regulation, and self-assertion, can facilitate creative self-efficacy.…”

Staged and gendered pathways from parenting behaviors to Chinese students’ creative thinking: The roles of autonomous motivation and creative self-efficacy.

“…The questionnaires included demographic questions, as well as measures assessing the students' AM, CSE, and their parents' parenting behaviors (autonomy support and behavioral control). Prior studies adopting these scales in senior primary school students and adolescents have revealed good reliability and validity, and these measurements have been shown to be used among Chinese samples (Chen et al, 2021(Chen et al, , 2023Cheung et al, 2016;Li et al, 2015; G. R. Liu et al, 2013;Ren et al, 2017;Ren & Zhang, 2023; H. P. Zhang et al, 2020). About 1-2 weeks later, the Runco Creativity Assessment Battery was administered to students during a 40-min session.…”

Unveiling the Predictive Effect of Students’ Perceived EFL Teacher Support on Academic Achievement: The Mediating Role of Academic Buoyancy

“…Positive psychological factors such as L2 grit, well-being, and self-efficacy were found to mediate the association between teacher-learner interpersonal relationships and learners' academic success [34]. Furthermore, researchers have also revealed the impact of students' perceived EFL teacher support on their academic achievement [11,35]. Chen and Chen [11] investigated different sources of social support (i.e., parents, teachers, and peers) on students' EFL academic achievement.…”

“…EFL teachers are so influential that they can affect learners' personality traits, for instance, enhancing their ability to adapt effectively to challenges and difficulties, by sustaining a close relationship with them [9]. EFL teacher support, a multidimensional construct involving academic, instrumental, and emotional support [10], has been gradually revealed to exert a strong influence on students' personality development (e.g., academic buoyancy) and academic achievement [9,[11][12][13]. However, it remains unclear how different dimensions of EFL teacher support contribute to students' personality traits (e.g., academic buoyancy) and academic achievement.…”