Abstract
This study investigated the relationships between parental responsiveness, teaching responsiveness, and creativity, as well as the mechanism underlying these associations. We collected data from 584 Chinese college students via convenience sampling method and used self-report scales to measure their perceived parental responsiveness, teaching responsiveness, creative self-efficacy, and creativity. We employed structural equation modeling (SEM) to examine the relationships among these variables and the mediation effect. The results revealed that both parental responsiveness and teaching responsiveness were positively related to student creativity. Moreover, creative self-efficacy mediated the relationships of parental responsiveness, teaching responsiveness, and creativity. The findings highlight the significance of responsiveness from parents and teachers on student creativity and verify the potential mediating role of creative self-efficacy. These findings suggest that teachers and parents can foster creativity by providing warm and supportive responses to students’ creative needs.
Highlights
Creativity is a key concept in human innovation that improves individual competitiveness and drives civilization forward (Hennessey and Amabile, 2010)
Creativity was significantly correlated with parental responsiveness (r = 0.15, p < 0.001) and teaching responsiveness (r = 0.12, p < 0.01)
Creative self-efficacy was significantly correlated with creativity (r = 0.28, p < 0.001), parental responsiveness (r = 0.22, p < 0.001), and teaching responsiveness (r = 0.23, p < 0.001)
Summary
Creativity is a key concept in human innovation that improves individual competitiveness and drives civilization forward (Hennessey and Amabile, 2010). One predominant perspective focuses on the premise of a socially valuable product, referring to eminent creativity ( called “Big-C”). The other predominant perspective focuses on everyday creativity ( called “little-c”), referring to “human originality at work and leisure across the diverse activities of everyday life” This category of creativity underscores the vital role of creativity in daily activities among the general population It implies that creativity can be identified and nurtured in usual settings, such as schools, homes, workplaces, and social venues. We located our interests in everyday creativity and explored the possible daily environment associated with this capability
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