Social Environmental Factors and Personal Motivational Factors Associated with Creative Achievement: A Cross‐Cultural Perspective

Abstract

Although the theory of the socio‐cultural approach to creativity is gaining steam, empirical studies with advanced statistical tools are lagging behind. To address the gap of empirical studies integrating individual, social environmental, and cultural factors, we examined how motivational factors and environmental responsiveness were jointly related to college students’ creative achievement in different nations. Participants were university students from eight culturally and geographically diverse regions: Argentina, Austria, Chile, China, Kosovo, Russia, Saudi Arabia, and Turkey. Overall, the results painted a generally positive picture of the relationship between environmental responsiveness, motivational factors, and creative achievement. By employing structural equation modeling (SEM) and multiple‐group SEM (MGSEM) methods, results partially supported the mediation role of motivational factors between environmental responsiveness and creative achievement. In addition, we observed more consistent relationships between parental responsiveness and motivational factors or creative achievement, than lecturer. This held in common across all seven countries which fulfilled the requirements for the SEM process, indicating that parents play a potential vital role in supporting students’ motivational aspects and creative achievements, whereas lecturers supporting role is relative to the cultural organizational circumstances. As the first large‐scale empirical study with a socio‐cultural approach, we invited further discussion and proposed future cross‐cultural research of this kind. Research implications and practical suggestions were addressed.

The Relationships of Parental Responsiveness, Teaching Responsiveness, and Creativity: The Mediating Role of Creative Self-Efficacy

“…The present study selected the parental responsiveness subscale from the Parenting Style Inventory II (Darling and Toyokawa, 1997). We translated this English version subscale into the Chinese version scale, which was also used in a previous study (Zhang et al, 2021). The original subscale consists of five items (e.g., "My most influential parent and I do things that are fun together").…”

“…For the present study, we selected the Lecture Responsiveness Scale adapted by Zhang et al (2021) to measure teaching responsiveness. The original scale consists of five items and uses a 6-point Likert scale.…”

From Implicit Theories to Creative Achievements: The Mediating Role of Creativity Motivation in the Relationship between Stereotypes, Growth Mindset, and Creative Achievement

“…Most of the research on the motivational function of implicit theories of creativity exists within the branch of the creative mindset (Karwowski & Brzeski, 2017; Karwowski & Kaufman, 2017). Specifically, a growing body of empirical studies now underscores the association between creative growth mindset and various motivational aspects of creative behaviors (for a review, see Zhang et al, 2019) . It implies that a creative growth mindset carries out motivational functions.…”

Creativity in Motion: Examining the Creative Potential System and Enriched Movement Activities as a Way to Ignite It

“…Similarly, creative growth was made possible in newcomers when trust in leadership was rated as high in the workplace ( Harris et al, 2013 ). In the classroom, teachers instilling trust by showing respect, care and tolerance for differences ( Richardson and Mishra, 2018 ) as well as responsiveness (i.e., warmth or support; Zhang et al, 2020 ), were found to facilitate creative behaviors in students.…”