Abstract
This study explored the relationship between perceived teacher support and primary students’ creative thinking as well as the mechanism underlying these associations and gender differences. A sample of 362 primary students (196 boys) was surveyed using the Perceived Teacher Support Questionnaire, Creative Self-efficacy Scale, Divergent Thinking Test, and Remote Associate Test. The results indicated that perceived teacher support was positively associated with students' creative thinking, and creative self-efficacy mediated the relationship between perceived teacher support and divergent thinking. Additionally, gender moderated the first stage of the mediating model of creative self-efficacy between perceived teacher support and divergent thinking; specifically, the effect of perceived teacher support on divergent thinking was more pronounced in boys than girls. These findings suggest that teachers can be considered valid attachment figures for students and have a positive effect on improving primary students’ creative thinking.
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