Perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students

• Published in: Thinking skills and creativity Vol. 39; p. 100752
• Main Authors: Liu, Xiao-xian, Gong, Shao-Ying, Zhang, Hong-po, Yu, Quan-lei, Zhou, Zhi-jin
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01-03-2021
• Subjects: Achievement emotion; Autonomous motivation; Creative self-efficacy; Perceived teacher support; Creative self-efficacy; Autonomous motivation; Achievement emotion; Perceived teacher support
• ISSN: 1871-1871; 1878-0423
• DOI: 10.1016/j.tsc.2020.100752

•Junior high school students’ autonomous motivation mediated the relationship between perceived teacher support and creative self-efficacy.•Junior high school students’ positive achievement emotions (enjoyment and relaxation) mediated the relationship between perceived teacher support and creative self-efficacy, but the mediating effects of negative achievement emotions (anxiety and boredom) were not significant.•Perceived teacher support also affected creative self-efficacy through the chain mediation of students’ autonomous motivation and relaxation, but the chain mediation of students’ autonomous motivation and other achievement emotions was not significant.
Teacher support plays a role in promoting students’ motivations in the academic settings, but little is known about how teacher support impacts students’ creative self-efficacy. The purpose of this study was to explore the relationship between perceived teacher support and students’ creative self- efficacy, taking into account the possible mediating effects of autonomous motivation and achievement emotions. A total of 512 junior high school students (age M = 12.58, SD = 0.74) completed the Perceived Teacher Support Questionnaire, Adolescent Achievement Emotions Questionnaire, Self-Regulation Style Questionnaire-Academic and Students’ Creative Self-Efficacy Scale. Results showed that: (1) junior high school students’ autonomous motivation and positive achievement emotions (enjoyment and relaxation) mediated the relationship between perceived teacher support and creative self-efficacy, but the mediating effects of negative achievement emotions (anxiety and boredom) were not significant. (2) perceived teacher support also affected creative self-efficacy through the chain mediation of students’ autonomous motivation and relaxation, but the chain mediation of students’ autonomous motivation and other achievement emotions was not significant. The present study has implications for educators and researchers interested in enhancing students’ creativity.