On The Relationship Between Autonomy Support And Creativity：the Mediating Role Of Creative Self-efficacy

In recent years, creativity more and more be a power as the support for thesustained and rapid development of economy and society. Parents are primary schoolstudents’ first teachers and the teachers are primary school students’ significantothers, the impact of them on primary school students’ can not be ignored. Researchhas already indicated that the autonomy support from parents and teachers have apositive effect on the creative. Creative self-efficacy as a certain self-efficacy ofcreative there is a substantial relationship between it and creative. Therefore, thisresearch will examine the inflence of autonomy support from parents and teachersand creative self-efficacy on high-grade primary school students.Firstly, 355 high-grade primary school students were measured orderly to revisecreative self-efficacy scale，in order to let it situated to igh-grade primary schoolstudents. With the survey method, we investigated 398 high-grade primary schoolstudents in order to examine the characteristics and relationships among autonomysupport, creative self-efficacy and creativity using the Williams creative tendencyscale, creative self-efficacy scale and motivators’orientations questionnaire.Themain statistic methods we used in this study are ANOVA, MANOVA, Correlationanalysis, and Regression analysis.The main conclusions of this study are as follows:1. Autonomy supportive / autonomy supportive of parents and adventuring /challenging / total scores of creative were positively related, and curiosity /imagination had no relation. Autonomy supportive of teathers and adventuring werepositively related, and curiosity / challenging / imagination / total scores of creativehad no relation.2. Creative self-efficacy and their three dimensions were both positivelycorrelated with creative and their four dimensions.3. Autonomy supportive and autonomy supportive of parents were both positively correlated with creative self-efficacy and their four dimensions. Autonomysupportive of teathers and their creative thinking strategies / creative productsstrategies / total scores of creative self-efficacy were positively related, and confrontnegative judgment strategies had no relation.4. Autonomy supportive of teathers did not significantly predicted creative.Autonomy supportive and autonomy supportive of parents were both significantlypredicted creative.5. Creative self-efficacy and their three dimensions were both significantlypredicted creative.6. Creative self-efficacy / creative thinking strategies / creative productsstrategies had wholly mediator effect between autonomy supportive and creative.Creative self-efficacy / creative thinking strategies / creative products strategies hadpartly mediator effect between autonomy supportive and adventuring / challenging.The mediator effect of confront negative judgment strategies were not significantbetween autonomy supportive and creative. The mediator effect of confront negativejudgment strategies were significant between autonomy supportive and adventuring /challenging.7. Creative self-efficacy / creative thinking strategies / creative productsstrategies had wholly mediator effect between autonomy supportive of parents andcreative. Creative self-efficacy / creative thinking strategies / creative productsstrategies had partly mediator effect between autonomy supportive of parents andadventuring / challenging. Confront negative judgment strategies had partly mediatoreffect between autonomy supportive of parents and creative / adventuring /challenging.8. Creative self-efficacy / creative thinking strategies / creative productsstrategies had partly mediator effect between autonomy supportive of teathers andadventuring.