The Relationship Among Creativity Fostering Behaviors,students’ Creative Self-efficacy And Their Creativity

Creativity is the ability to produce new and appropriate results.Creativity is a core activity in modern society.Creativity has been described as the most important economic resource and a core competence required for students to survive in the future(Florida,2002;Shalley,Zhou,&Oldham,2004).Therefore to explore factors that effect students’ creativity is contribute to fostering students’ creativity scientifically.Class is an important place for students.And teacher as the manager of the class and the guide of the studying,play an important role in fostering students’ creativity.The study has shown that creativity fostering behaviors exercises a great influence on students’ creativity.How will the creativity fostering behaviors impact on individual creativity ? The confluence approach has its’ idea is that creativity is the result of many factors,including emotional factors,cognitive factors and environmental factors.The ecosystem model thinks that both environmental factors and individual factors effect creativity.This theory also points that the envioronment factors influence the development of individual creativity by influencing the individual.Creative Self-efficacy as an important factor of individual,it means self-judgment of one’s ability to generate novel and useful outcomes.This study shows creative self-efficacy predicts creativity among high-grade primary students.This study will explore the relationship among creative fostering behaviors,creative self-efficacy and creativity,to provide suggestions for the development of the creativity of students.1092 students were investigated with rCAB,as well as creativity fostering teacher index,creative self-efficacy scale to test the hypothesis Whether creative self-efficacy played a mediating role between creative fostering behaviors and students’ creativity.The main results were as follows:1 There was significant gender differences in flexibility.Girl’s flexibility was significantly higher than boys’.The differences in the scores of the total score of creativity and all of dimensions were significant.In the total score of creativity,grade 7,8,10 are higher than grade4,5,6,11,grade 11 is higher than grade 4,5,6;in fluency grade 7,10 are higher than grade 4,5,6,8,11,while grade 5,8,11 are higher than grade 4,5,6;in originality grade7 is higher than grade 4,5,6,8,10,11,while grade 8,10,11 are higher than grade 4,5,6;in flexibility grade7 and 8 are higher than grade 4,5,6,8,9,grade 5,8,9 are higher than 4,6.2 The correlations among the dimensions of creativity fostering behaviors,total score of creative self-efficacy,and the three dimensions of creativity and on the whole were positive and significant.3 At the class level,all dimensions of creativity fostering behaviors have a significant positive predictive effect on the total score of creative self-efficacy.4 At the class level,creativity fostering behaviors predicted the total score,fluency,originality and flexibility of creativity through the total scoer of creative self-efficacy.