The purpose of this study was to evaluate how socioeconomic status (SES) predicts individual creativity through the mediating roles of hope and creative self-efficacy (CSE). Participants were recruited from ten universities in Mainland China. Students' SES, hope, CSE, and creativity were assessed via the socioeconomic status scale, the adult hope scale, the creative self-efficacy scale, and the Runco Ideational Behavior Scale. Correlational analyses indicate that SES, creative ideation, hope, and CSE were significantly and positively associated with each other. Path analyses revealed that hope and CSE played sequential mediating roles in the link between SES and creative ideation. These findings suggest that hope and CSE underlie the effect of SES on individuals' creative ideation.

PurposeThe authors examine psychologically informed coaching approaches for evidence-based work-applied management through a meta-analysis. This analysis synthesized previous empirical coaching research evidence on cognitive behavioral and positive psychology frameworks regarding a range of workplace outcomes, including learning, performance and psychological well-being.Design/methodology/approachThe authors undertook a systematic literature search to identify primary studies (k = 20, n = 957), then conducted a meta-analysis with robust variance estimates (RVEs) to test the overall effect size and the effects of each moderator.FindingsThe results confirm that psychologically informed coaching approaches facilitated effective work-related outcomes, particularly on goal attainment (g = 1.29) and self-efficacy (g = 0.59). Besides, these identified coaching frameworks generated a greater impact on objective work performance rated by others (e.g. 360 feedback) than on coachees' self-reported performance. Moreover, a cognitive behavioral-oriented coaching process stimulated individuals' internal self-regulation and awareness to promote work satisfaction and facilitated sustainable changes. Yet, there was no statistically significant difference between popular and commonly used coaching approaches. Instead, an integrative coaching approach that combines different frameworks facilitated better outcomes (g = 0.71), including coachees' psychological well-being.Practical implicationsEffective coaching activities should integrate cognitive coping (e.g. combining cognitive behavioral and solution-focused technique), positive individual traits (i.e. strength-based approach) and contextual factors for an integrative approach to address the full range of coachees' values, motivators and organizational resources for yielding positive outcomes.Originality/valueBuilding on previous meta-analyses and reviews of coaching, this synthesis offers a new insight into effective mechanisms to facilitate desired coaching results. Frameworks grounded in psychotherapy and positive appear most prominent in the literature, yet an integrative approach appears most effective.

Although emotional intelligence (EI) is positively associated with beneficial outcomes such as higher job performance and better psychological well-being, its relationship with creativity is uncertain. To assess an overall correlation between EI and creativity, in the present study a meta-analysis of 96 correlations obtained from 75 studies with a total sample size of 18,130 was conducted. The results uncovered a statistically significant moderate correlation (r = 0.32, 95% CI, 0.26–0.38, p < 0.01) between these two constructs. Moderation analyses revealed that the link was modulated by the type of creativity/EI measure and sample characteristics, such as gender, employment status, and culture. Specifically, the link was stronger when EI and creativity were measured using subjective reports (EI: trait EI; creativity: creative behavior and creative personality) compared to objective tests (EI: ability EI; creativity: divergent thinking test, remote associate test, and creative product). In addition, the link was stronger in males compared to females, in employees compared to students, and in East Asian samples compared to Western European and American samples. Theoretical implications and future directions are discussed in detail.

We examined the relationship between parental psychological control and their children's test anxiety in the Chinese cultural context, and tested the mediating role of the children's academic self-efficacy in this relationship. Chinese high-school students (N = 401, 158 boys and 243 girls), aged between 15 and 18 years, completed a self-report survey assessing parental psychological control, academic self-efficacy, and test anxiety. The results showed a positive association between parental psychological control and the students' test anxiety. The students' academic self-efficacy was negatively correlated with parental psychological control and the students' test anxiety. Additionally, results of structural equation modeling indicated that the students' academic self-efficacy partially mediated the effect of their perception of parental psychological control on their test anxiety. These results reveal the negative influence of parental psychological control on their children's test anxiety and identify academic self-efficacy as a mediating variable through which parental psychological control exerts effects on their children's test anxiety.

This study examined the relationship between family SES and children’s creativity, and tested the mediating role of diversity of life experience in this relationship. A total of 204 undergraduates (54 males and 150 females), aged between 17 and 23 years, completed a family SES questionnaire, diversity of life experience questionnaire, biographical inventory of creative behaviors, and alternative uses tasks (AUT). The results showed positive associations between family SES, diversity of life experience, and different indices of creativity. Additionally, mediation analyses indicated that diversity of life experience fully mediated the effect of family SES on creative behavior and AUT originality. In accordance with the family investment model, these results confirmed the positive association between family SES and creativity, and identified diversity of life experience as a mediating variable through which family SES influences creativity performance. Implications and future directions are discussed in detail.