Autonomous Motivation and Chinese Adolescents' Creative Thinking: The Moderating Role of Parental Involvement

Autor/inn/en	Liu, Guirong; Zhang, Shun; Zhang, Jinghuan; Lee, Christine; Wang, Yan; Brownell, Mary
Titel	Autonomous Motivation and Chinese Adolescents' Creative Thinking: The Moderating Role of Parental Involvement
Quelle	In: Creativity Research Journal, 25 (2013) 4, S.446-456 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-0419
DOI	10.1080/10400419.2013.843401
Schlagwörter	Personal Autonomy; Creative Thinking; Parent Participation; Learning Motivation; Correlation; Role; Asians; High School Students; Prediction; Junior High School Students; Mothers; Creativity; Foreign Countries; Questionnaires; Self Management; Factor Analysis; Regression (Statistics); China; Torrance Tests of Creative Thinking + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Kreatives Denken; Elternmitwirkung; Motivation for studies; Lernmotivation; Korrelation; Rollen; Asian; Asiat; Asiatin; Asiaten; Asiate; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Vorhersage; Junior High Schools; Sekundarstufe I; Mother; Mutter; Kreativität; Ausland; Fragebogen; Selbstmanagement; Faktorenanalyse; Regression; Regressionsanalyse
Abstract	The relationship between motivation and creativity has long been of interest and many studies have been conducted to demonstrate the role of intrinsic and extrinsic motivation on creativity. The autonomous/controlled distinction of motivation suggested by self-determination theory (SDT) provides a new perspective on the motivation issue. Based on both SDT and the confluence approach of creativity, this study attempted to examine the relationship between autonomous/controlled motivation and creative thinking as well as the moderating role of parental involvement/autonomy support on this relationship. Five hundred and fifty Chinese high school students participated in the study and their autonomous/controlled motivation, parental involvement/autonomy support, and creative thinking were measured. Results indicated that autonomous motivation positively predicted creative thinking, and this relationship was moderated by parental involvement. For both junior and senior high school students, autonomous motivation was more strongly related to creative thinking when there was high maternal involvement. The moderating role of paternal involvement, however, differed between junior and senior high school students and there existed a 3-way interaction effect. Implications of this study for cultivating creativity among Chinese adolescents are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01