Classroom climate and creativity: The indirect effect of autonomous motivation

被引：4

作者：

Wang, Zilin ^{[1
]}

Wang, Ling ^{[1
]}

Miao, Huiting ^{[2
]}

Yan, Ruyue ^{[1
]}

Shi, Yueqi ^{[1
]}

Yuan, Xinyue ^{[1
]}

Wang, Nan ^{[1
]}

Wang, Fei ^{[1
]}

机构：

[1] Capital Normal Univ, Sch Psychol, Beijing 100080, Peoples R China

[2] Hohhot 17 Middle Sch, Hohhot, Peoples R China

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 2023年 / 87卷

关键词：

Classroom climate; Creativity; Autonomous motivation; SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; EMPLOYEE CREATIVITY; PERSONALITY-TRAITS; ACHIEVEMENT GOALS; TEACHERS; SUPPORT; MODEL; ORIENTATION; PERSPECTIVE;

D O I：

10.1016/j.appdev.2023.101556

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The present study investigated the association between classroom climate and creativity and the indirect effect of autonomous motivation. Senior high school students (N = 472) completed questionnaires measuring classroom climate and autonomous motivation and two tasks in the Torrance tests of creative thinking. Correlation analysis showed that dimensions of class climate were positively correlated with creativity, and autonomous motivation was also positively correlated with creativity. Structural equation modeling revealed that both the teachersupport and task-orientation dimensions of classroom climate showed indirect positive predictions for creativity through autonomous motivation. Our findings improve the understanding of the association between classroom climate and creativity and its indirect mechanism. Further, these results can inspire methods to cultivate creativity in school settings.

引用

页数：8

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