Psychological Development and Education ›› 2010, Vol. 26 ›› Issue (1): 54-58.

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The Relationship between Primary School Teachers’ Conceptions of Creativity Fostering and Creativity Fostering Behaviors: The Mediating Role of Teaching-regulated Ability

ZHANG Jing-huan1, LIU Cui-cui1,2, JIN Sheng-hua3, WU Lin-na1, LIN Chong-de3   

  1. 1. School of Psychology, Shandong Normal University, Jinan 250014;
    2. Anhui Science & Technology College, Fengyang 233100;
    3. School of Psychology, Beijing Normal University, Beijing 100875
  • Online:2010-01-15 Published:2010-01-15

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Abstract: 430 primary school teachers were investigated using a battery of questionnaires to examine the mediating role of teaching-regulated ability on the relationship between their conceptions of creativity fo stering and creativity fostering behaviors.The results indicated that(1) conceptions of creativity fostering and teaching-regulated ability including its subscales could predict creativity fostering behaviors positively and significantly;(2) teaching-regulated ability including its subscales,such as planning,regulating,evaluating and self-reflection partially mediated the relationship between the conceptions of creativity fo stering and the creativity fo stering behaviors.The results promptus to put an eye on the growth of teachers' teaching-regulated ability after mastering conceptions of creativity fostering in the teacher training program.

Key words: primary school teachers, creativity fostering behavior, conceptions of creativity fostering, teaching-regulated ability, mediating role

CLC Number: 

  • G441
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