Psychological Development and Education ›› 2024, Vol. 40 ›› Issue (3): 375-383.doi: 10.16187/j.cnki.issn1001-4918.2024.03.08

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Relationships between Perceptions of Teacher Autonomy Support and Pupil’s Intellectual Risk-taking: The Mediation Roles of Science Learning Interest and Creative Self-efficacy

TAN Lihua1, FENG Shiji2   

  1. 1. Faculty of Education, University of Macau, Macau 999078;
    2. Faculty of Education, Guangxi Normal University, Guilin 541004
  • Published:2024-05-15

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Abstract: Intellectual risk-taking (IRT), which refers to students engaging in adaptive learning behaviors (e.g., sharing tentative ideas, asking questions, attempting to do and learn new things) regardless of failures or making mistakes, played an important role in Students’ science learning and creativity development. Based on self-determination theory and self-efficacy theory, this study aimed to provide a mediation model which examined how students’ perceptions of teacher autonomy support relate to their intellectual risk-taking engagement through the mediation of science learning interest and creative self-efficacy. A self-report questionnaire was completed by 757 primary school students from South China. The structural equation modeling revealed that: (1) Perceptions of teacher autonomy support would positively link to students’ intellectual risk-taking. The more teacher autonomy supports students perceived, the more intellectual risks they would take; (2) The positive association between perceptions of teacher autonomy support and students’ intellectual risk-taking was fully mediated by science learning interest and creative self-efficacy. That means, perceptions of teacher autonomy support did not relate to students’ IRT directly, it contributed to students’ intellectual risk-taking through the full mediation roles of science learning interest and creative self-efficacy. Possible explanations and implications are discussed.

Key words: teacher autonomy support, intellectual risk-taking, science learning interest, creative self-efficacy, self-determination theory, self-efficacy theory, primary school students

CLC Number: 

  • G442
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