Investigating Perception of Teacher's Autonomy Support on Creativity of Junior High School Students : Comparison of Urban School and Rural School from Shaanxi Province of China

Name: Rui-Ni Wang

ThaSH: Creative thinking in children -- Research

ThaSH: Cognitive flexibility -- Research

Abstract: This study aims to examine how personality traits and environmental factors affect junior high school students' creativity and to determine if those influences differ between students who attend urban and rural schools. The key variables considered in the investigation are the perceived teacher's autonomy support, students' intrinsic motivation, and cognitive flexibility. The Componential Theory of Creativity, Ecosystem Model of Creativity, and Self-Determination Theory will serve as the foundation for the theoretical framework proposed in this study to illustrate the relationship between students' intrinsic motivation, cognitive flexibility, and perceived teacher's autonomy support on their creativity. A total of 765 Samples of junior high school students in Shaanxi Province, western China, were obtained using a cluster sampling method and the variables that were assessed included students' intrinsic motivation, cognitive flexibility, perceived teacher’s autonomy support, and creativity. The study employed structural equation modelling and multi-group comparative analysis to validate the research hypothesis, and the results showed that：1) Perceived teacher autonomy support, intrinsic motivation, and cognitive flexibility can positively predict junior high school students' creativity; 2) Cognitive flexibility partially mediates the relationship between intrinsic motivation and creativity; 3) Intrinsic motivation partially mediates the relationship between perceived teachers' autonomy support and creativity; 4) Intrinsic motivation and cognitive flexibility seriously mediate the role of perceived teachers' autonomy support on creativity, and 5) In the whole structural equation model, the relationship between perceived teachers' autonomy support and intrinsic motivation differs between urban and rural schools. The impact of perceived teachers' autonomy support on intrinsic motivation is more substantial in schools. These results in this study provided empirical evidence to support self-determination theory and componential theory of creativity and holds important implications for practice of cultivating junior middle school students' creativity.

Dhurakij Pundit University. Learning Center and Library.

Address: BANGKOK

Email: library@dpu.ac.th

Name: Yuan-cheng Chang

Role: Thesis Advisor

Modified: 2567-02-28

Created: 2022

Issued: 2024-02-27

วิทยานิพนธ์/Thesis

application/pdf

eng

DegreeName: Doctor of Philosophy in Education Management

Level: Doctoral Degree

Descipline: Education Management

Grantor: Dhurakij Pundit University

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