Open AccessA Comparative Study on Chinese Teachers' Implicit Theories of Creativity in the Context of Cross-cultural Communication
Author(s) -
Shiran Huang,
Baofeng Yang
Publication year - 2021
Publication title -
international journal of learning and teaching
Language(s) - English
Resource type - Journals
eISSN - 2377-2905
pISSN - 2377-2891
DOI - 10.18178/ijlt.7.1.20-24
Subject(s) - creativity , affect (linguistics) , psychology , implicit personality theory , mainland china , mainland , context (archaeology) , personality , cross cultural , social psychology , mathematics education , sociology , china , linguistics , political science , anthropology , paleontology , philosophy , communication , law , biology
Teachers' Implicit theories of creativity affect cultivation of students' creativity. This study aimed to investigate Chinese teachers' implicit theories of creativity in international schools in Chinese mainland by comparing the effect size with the previous research data. Results showed that there are mixed patterns of implicit theories in cross-cultural groups. Mixed patterns can be further divided into Native, Westernized, Continuous, Mutational, and Common patterns. Combined with individual interviews, this study further analyzes the deep reasons for the formation of the mixed patterns of implicit theories in cross-cultural groups from the perspectives of creative thinking and creative personality, and finds that school evaluation methods and the definition of students' achievements affect teachers' implicit theories of creativity.