How teacher creativity shapes student creativity: Self-efficacy as a mediator and teacher–student relationship as a moderator.

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Bibliographic Details
Title:	How teacher creativity shapes student creativity: Self-efficacy as a mediator and teacher–student relationship as a moderator.
Authors:	Chen, Yi (AUTHOR), Shan, Wei (AUTHOR)
Source:	Social Behavior & Personality: an international journal. Jul2026, Vol. 54 Issue 7, p1-9. 9p.
Subjects:	Self-efficacy, Teacher-student relationships, Classroom environment, Creative teaching, Educational outcomes, Creative ability, Social cognitive theory
Abstract:	As student creativity represents a critical educational outcome, investigating the mechanisms by which educators foster students' creative development is of paramount importance. In this study based on social cognitive theory, we examined the positive association between teacher creativity and student creativity, incorporating student self-efficacy as a mediator and teacher–student relationships as a moderator. Empirical analysis of survey data obtained from 349 Chinese university students provided support for these hypothesized relationships. The results highlight the importance of developing teachers' creative competencies and cultivating supportive learning environments to facilitate student creativity. These findings contribute to the literature by elucidating the psychological and relational processes underlying the teacher–student creativity connection. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	As student creativity represents a critical educational outcome, investigating the mechanisms by which educators foster students' creative development is of paramount importance. In this study based on social cognitive theory, we examined the positive association between teacher creativity and student creativity, incorporating student self-efficacy as a mediator and teacher–student relationships as a moderator. Empirical analysis of survey data obtained from 349 Chinese university students provided support for these hypothesized relationships. The results highlight the importance of developing teachers' creative competencies and cultivating supportive learning environments to facilitate student creativity. These findings contribute to the literature by elucidating the psychological and relational processes underlying the teacher–student creativity connection. [ABSTRACT FROM AUTHOR]
ISSN:	03012212
DOI:	10.2224/sbp.16228