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

Abstract

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.

How Creative Self‐Concept Leads to Happiness: A Multilevel Chain Mediating Model

“…As expected, the direct effects of creative self‐concept on creative behavior, creative self‐assessment, and positive affect were all significant. This is in line with previous studies that found individuals' creative self‐concept was positively related to their self‐reported innovative behaviors in both work and school contexts (Michael et al., 2011; Zhang et al., 2022; Zhang et al., 2021), and people with high levels of self‐concept were more likely to evaluate their creativity performance positively (Pretz & McCollum, 2014) and had a greater sense of positive affect and enjoyment (Intasao & Hao, 2018).…”

“…(2011) also found that employees' creative self‐efficacy was positively related to their self‐reported innovative behaviors. Other studies in a university setting came to similar conclusions that creative self‐efficacy was a motivational factor for creative behavior and creative achievement (Zhang et al., 2022; Zhang et al., 2021). In these studies, creative self‐efficacy is trait‐like, stable and holistic, which matches the conception of creative self‐concept.…”

“…In the research focusing on creativity, there are different measures of creativity (Karwowski et al., 2019)—including observations of students' behaviors in the classroom (Boysen, 2017; Gajda, Beghetto, & Karwowski, 2017), creativity activity or achievement checklists (Li et al., 2021; Zhang, Li, Zhang, Zhang, & Shi, 2022); and self‐assessment measures of rating everyday creativity (Conner et al., 2018; Conner & Silvia, 2015) or rating to what extent they participated in the creative actions (Tang et al., 2021). However, creative behavior (or activity) and creativity self‐assessment are not conceptually the same.…”

The effects of art design courses in higher vocational colleges based on C-STEAM

“…At the same time, Lin (1999) further defined creative expression as the use of all known information for a specific purpose to produce thinking results with distinctive, unique, social, or personal value, which can be new products, new processes, or new ideas. Technology can also be new ideas, new concepts, or new theories (Zhao et al, 2021;Zhang et al, 2022). This study followed the definition of creative expression in Lin (1999), and examined the learning effect of the integration of C-STEAM into a packaging design courses.…”

“…Research has pointed out that creative performance is an individual's comprehensive ability to generate new ideas, and discover and create new things. It is a necessary quality for successful creative activities (Li and Guo, 2018;Zhang et al, 2022). Based on the above reasons, this study focuses on the aspects of students' self-efficacy, student engagement, and creative performance to reflect learning effectiveness.…”