Teachers' Innovative Support Behavior, Innovative Self-efficacy And The Relationship And Intervention Research Of Junior High School Students' Creativity

A questionnaire survey was conducted on a pair of 647 students from a middle school in Nanning City,Guangxi Zhuang Autonomous Region.To explore the relationship between teachers’ innovative support behavior,students’ innovative self-efficacy and creativity.In the second study,90 subjects were randomly recruited in the school,and they were randomly divided into a teacher support group,a test question group and a control group to intervene in teachers’ innovative support behavior and explore the impact of this intervention on creativity.The results show:1.The creativity level of the first grade is the lowest and the third grade is the highest;the creativity level of girls is higher than that of boys;the creativity level of class cadres is higher than that of students without class cadres.2.The level of innovative support behavior of teachers in the first and third grades is higher than that in the second grade.3.The level of innovation self-efficacy of boys is significantly higher than that of girls;the innovation self-efficacy of the third and first year of junior high school is higher than that of the second year of junior high school;the level of innovation self-efficacy of students without class cadres is lower than that of students with class cadres.4.When researching the relationship among the three,it is found that innovation self-efficacy plays a mediating role.5.The creativity level of the subjects in the teacher support group is higher than that in the control group and the test item group.Analysis conclusion:1.Junior high school students with higher teacher support have a higher sense of innovation self-efficacy and creativity,while junior high school students with lower teacher support have lower innovation self-efficacy and creativity.2.In addition to directly influencing creativity,teacher innovation support behavior can also indirectly affect creativity through innovative self-efficacy.3.Interventions in teachers’ innovative supportive behaviors can increase the sense of innovative self-efficacy4.Interventions in teachers’ innovative supportive behaviors can increase the level of creativity...