Premium
Exploring the Effect of Perceived Teacher Support on Multiple Creativity Tasks: Based on the Expectancy–Value Model of Achievement Motivation
Author(s) -
Sun Cuicui,
Zhou Zhijin,
Yu Quanlei,
Gong Shaoying,
Yi Liu,
Cao Yang
Publication year - 2021
Publication title -
the journal of creative behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.896
H-Index - 55
eISSN - 2162-6057
pISSN - 0022-0175
DOI - 10.1002/jocb.430
Subject(s) - convergent thinking , creativity , psychology , expectancy theory , divergent thinking , test (biology) , value (mathematics) , social psychology , creative thinking , mathematics education , paleontology , machine learning , computer science , biology
The present study explores the effect of perceived teacher support on three forms of thinking related to creativity. Tests of convergent thinking (by means of the Remote Associates Test), insight thinking (explored through a brain‐teaser test), and divergent thinking (by means of a verbal creativity test) were given to 512 middle school students in China, along with assessments of their perceived teacher support and creative self‐efficacy. The results of this study indicate that perceived teacher support positively predicts convergent thinking and insight thinking, with creative self‐efficacy playing a partial mediating role between perceived teacher support and convergent thinking. However, no significant relationships were found between perceived teacher support and divergent thinking. The findings partly lend support to the expectancy–value model of achievement motivation that teacher’s behavior influences student performance through self‐belief pathway.