Innovation Intermediaries And Regulatory Role Of Self-efficacy And Their Creative Thinking

In order to investigate the middle school student's development of creative self-efficacy and the relationship among creative efficacy, general self-efficacy, teacher creativity-supportive behavior, state anxiety and creative thinking,601 seven to night graders of middle school that were from Guangxi, Jiangsu and Anhui province responded to questionnaires.Study 1 suggested:(1) The development level of the creative self-efficacy of middle school students was good generally. (2) There was significant difference of development of creative self-efficacy between male and female; And the effect of region on students' creative self-efficacy was significant too; while the grade one's creative self-efficacy in middle school were significant higher than others. (3) The grade and gender had a interactive effect on creative self-efficacy.Study 2 indicated:(1) There were significantly positive correlations among general self-efficacy, creative self-efficacy, creative thinking and academic performance. (2) Both creative self-efficacy and general self-efficacy were important variables to predict creative thinking and academic achievement. But the creative self-efficacy didn't predict academic achievement as well as general self-efficacy, whereas the later didn't predict creative thinking better than former. (3) General self-efficacy partly mediated the relationships between creative self-efficacy and academic achievement, whereas creative self-efficacy mediated totally the relationships between general self-efficacy and creative thinking.Study 3 showed:(1) Demographic variables (gender, grader and region) had significant effects on teacher creativity-supportive behavior and student's creative thinking. (2) Significantly positive correlations were found among teacher creativity-supportive behavior, student creative self-efficacy and student creative thinking. (3) After controlling the demographic variables (gender, grader and region), teacher creativity-supportive behavior and student creative self-efficacy still played significantly predictive roles on student creative thinking. (4) Student creative self-efficacy mediated the relationship between the dimensions of teacher creativity-supportive behavior and dimensions of the student creative thinking.Study 4 presented:(1) State anxiety negatively related to both student's creative thinking and creative self-efficacy, and significantly predicted fluency and originality. (2) The effects of state anxiety on creative thinking were partly mediated by creative self- efficacy. (3) gender, grader and region played different moderating role respectively onto the relationship between the state anxiety and dimensions of the student creative thinking.The above findings argued that:(1) Gender, grade, region exerted effects on the development of middle school student's creative self-efficacy. (2) Creative self-efficacy was specific self-efficacy different from general self-efficacy. (3) General self-efficacy, creative supportive behavior and state anxiety played and predicting role on student's creative thinking, however, their predicting effects were lower than that of creative self-efficacy. (4) Creative self-efficacy directly predicted student's creative performance, and played an mediating role in term of the relationship between some psychological factors and creative performance.