Regulatory focus and creativity: Adaptive‐innovative cognitive style as a mediator and school climate as a moderator

Yang, Dan; Cui, Yue; Zheng, Jie; Wang, Jin; Yang, Yilin; Luo, Zheng

doi:10.1002/pits.22819

Cited by 4 publications

(2 citation statements)

References 120 publications

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“…Previous research suggests that in the process where school climate acts as a moderator, two different patterns may emerge: the "boosting effect" and the "diminishing effect" patterns [50][51][52]. These patterns illustrate how protective factors operate in different risk environments using the moderating role of school climate in the relationship between cumulative family risk and core self-evaluation/depression as an example.…”

Section: The Moderating Role Of School Climatementioning

confidence: 99%

The relationship between cumulative family risk and depression in left-behind children: a moderated mediation model

Yu,

Chen,

Yan

et al. 2024

Preprint

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Background Depression in left-behind children has garnered attention from researchers worldwide. However, the mechanisms underlying depression among left-behind children in the context of multiple family risk factors remain unclear. Therefore, this study is grounded in the cumulative risk model, psychological mediation model, and ecological systems theory, and proposes a moderated mediation model. It aims to investigate the mediating role of core self-evaluation in the relationship between cumulative family risk and depression among left-behind children, and whether this process is moderated by school climate. Methods A total of 415 rural left-behind children from 35 townships in Anhui Province, China (54.46% males; mean age = 12.53, SD = 2.27) were investigated using the Cumulative Family Risk Questionnaire, Core Self-Evaluation Scale, Perceived School Climate Questionnaire, and Center for Epidemiologic Studies Depression Scale. Data were processed and analyzed using SPSS 25.0 and PROCESS 3.3. Results After controlling for gender, age, grade, and left-behind type, cumulative family risk positively predicted depression in left-behind children. Core self-evaluation fully mediated the relationship between cumulative family risk and depression in left-behind children. Moreover, school climate moderated the relationship between cumulative family risk and core self-evaluation (the first half of the mediation pathway), indicating that as the school climate level increased, cumulative family risk became more predictive of core self-evaluation. Conclusion The findings elucidate the relationship between accumulated family risks and depression in left-behind children, along with their underlying mechanisms. This insight has implications for preventing and intervening in depression among left-behind children. Initiatives should prioritize interventions at the family level to cultivate a positive family atmosphere and mitigate the accumulation of family risks. Simultaneously, emphasis should be placed on fostering and refining internal appraisal systems without overstating the protective role of a positive school environment, thereby effectively reducing the incidence of depression.

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Section: The Moderating Role Of School Climatementioning

confidence: 99%

The relationship between cumulative family risk and depression in left-behind children: a moderated mediation model

Yu,

Chen,

Yan

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Besides, Hui (2021) revealed that higher perspective-taking and promotion enhance creativity. Also, Wang et al (2022) pointed out that promotion focus positively predicted creativity through innovative style and negatively predicted creativity through adaptive style, and prevention focus negatively predicted creativity through adaptive style. Wang et al (2021) found an indirect relationship between regulatory focus and creativity through the mediation of intrinsic motivation.…”

Section: Theoretical Background Problem-solving In Educational Settingsmentioning

confidence: 99%

How Does the Regulatory Focus Affect Problem-Solving Among Undergraduate Students?

Ghbari¹

2023

TNER

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The current study aimed to explore the effect of regulatory Focus – Promotion vs. Prevention – in problem-solving among undergraduate students at The Hashemite University. The hypotheses were that promotion focus students outperform prevention focus students in ill-structured problems but underperform them in well-structured problems, and prevention focus students outperform promotion focus students in well-structured problems but underperform them in ill-structured problems. The participants (n=170) were allocated into four groups according to their mindsets and the problems assigned to them (promotion with ill-structured problems, promotion with well-structured problems, prevention with ill-structured problems, prevention with well-structured problems). After the groups solved all the assigned problems, their work was scored according to Measuring Problem Solving Instrument MPSI. The findings confirmed the hypothesis that the regulatory focus affects how problems are solved.

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Parenting style profiles and adolescents’ creativity: the indirect role of regulatory focus

Wang,

Yang,

Shi

et al. 2024

Curr Psychol

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Regulatory focus and creativity: Adaptive‐innovative cognitive style as a mediator and school climate as a moderator

Cited by 4 publications

References 120 publications

The relationship between cumulative family risk and depression in left-behind children: a moderated mediation model

The relationship between cumulative family risk and depression in left-behind children: a moderated mediation model

How Does the Regulatory Focus Affect Problem-Solving Among Undergraduate Students?

Parenting style profiles and adolescents’ creativity: the indirect role of regulatory focus

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