摘要：
Teacher support plays a role in promoting students? motivations in the academic settings, but little is known about how teacher support impacts students? creative self-efficacy. The purpose of this study was to explore the relationship between perceived teacher support and students? creative self- efficacy, taking into account the possible mediating effects of autonomous motivation and achievement emotions. A total of 512 junior high school students (age M = 12.58, SD = 0.74) completed the Perceived Teacher Support Questionnaire, Adolescent Achievement Emotions Questionnaire, Self-Regulation Style Questionnaire-Academic and Students? Creative Self-Efficacy Scale. Results showed that: (1) junior high school students? autonomous motivation and positive achievement emotions (enjoyment and relaxation) mediated the relationship between perceived teacher support and creative self-efficacy, but the mediating effects of negative achievement emotions (anxiety and boredom) were not significant. (2) perceived teacher support also affected creative self-efficacy through the chain mediation of students? autonomous motivation and relaxation, but the chain mediation of students? autonomous motivation and other achievement emotions was not significant. The present study has implications for educators and researchers interested in enhancing students? creativity.
期刊：
International Journal of Educational Management,2020年34(1):18-34 ISSN：0951-354X
通讯作者：
Gong, S.
作者机构：
[Charles Gbollie; Shaoying Gong] School of Psychology, Huazhong Normal University, Wuhan, China
通讯机构：
School of Psychology, Huazhong Normal University, Wuhan, China
关键词：
International student mobility;Push-pull factors;African and Asian international students;Study abroad motivation
摘要：
<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>The purpose of this paper is to explore the push-pull factors and motivations of African and Asian international students in Chinese universities.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>Concurrent mixed methods (qualitative and quantitative) design was used. The quantitative component included 537 Africans and Asians from five notable universities, while the qualitative aspect consisted of 30 participants in Wuhan and few other cities in China.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>Findings revealed availability of scholarship opportunities, China’s flexibility (visa and program entry) and perception of better education quality as important push-pull factors. It also discovered several new pull factors, including citizens’ attitude and good report, development potential and hospitality and receptiveness, while career development and entertainment were found to be the most and least significant motivational factors, respectively. The study also found a significant relationship between push-pull factors and study abroad motivation (SAM) as well as cross-cultural differences between African and Asian students.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Research limitations/implications</jats:title><jats:p>Most of the participants were drawn from Wuhan city. Hence, the findings cannot be outrightly generalized to other contexts.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Practical implications</jats:title><jats:p>This research provides valuable knowledge for policy makers, higher education institutions, international students and other stakeholders in China to inform better student experience.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>There was no study found that combines push-pull factors and SAM or comparatively investigates African and international students in China. Knowledge about sojourners push-pull factors and motivations, their relationship and cross-cultural differences is essential for evidence-based interventions.</jats:p></jats:sec>
期刊：
Thinking Skills and Creativity,2020年37:100680 ISSN：1871-1871
通讯作者：
Yu, Quanlei;Zhou, Zhijin
作者机构：
[Sun, Cuicui; Yu, QL; Zhou, Zhijin; Yu, Quanlei; Liu, Xiaoxian; Gong, Shaoying; Zhang, Hongpo] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Zhang, Hongpo] Henan Univ Chinese Med, Mental Hlth Educ & Counseling Ctr, 156 Jinshui Rd, Zhengzhou 450046, Henan, Peoples R China.
通讯机构：
[Yu, QL; Zhou, ZJ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词：
Perceived teacher support;Creative self-efficacy;Creative thinking;Gender;Primary students
摘要：
This study explored the relationship between perceived teacher support and primary students’ creative thinking as well as the mechanism underlying these associations and gender differences. A sample of 362 primary students (196 boys) was surveyed using the Perceived Teacher Support Questionnaire, Creative Self-efficacy Scale, Divergent Thinking Test, and Remote Associate Test. The results indicated that perceived teacher support was positively associated with students' creative thinking, and creative self-efficacy mediated the relationship between perceived teacher support and divergent thinking. Additionally, gender moderated the first stage of the mediating model of creative self-efficacy between perceived teacher support and divergent thinking; specifically, the effect of perceived teacher support on divergent thinking was more pronounced in boys than girls. These findings suggest that teachers can be considered valid attachment figures for students and have a positive effect on improving primary students’ creative thinking.
作者：
Feng, Xiaowei;Xie, Ke;Gong, Shaoying*;Gao, Lei;Cao, Yang
期刊：
FRONTIERS IN PSYCHOLOGY,2019年10(MAR):612 ISSN：1664-1078
通讯作者：
Gong, Shaoying
作者机构：
[Feng, Xiaowei; Gao, Lei; Xie, Ke; Cao, Yang; Gong, Shaoying] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Gong, Shaoying] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Hubei, Peoples R China.
通讯机构：
[Gong, Shaoying] C;[Gong, Shaoying] M;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Hubei, Peoples R China.
关键词：
homework autonomous motivation;homework effort;mathematics;middle school students;parental autonomy support;teacher support
摘要：
The present study tested whether students' autonomous motivation mediated the association between adult support (parental autonomy support, teacher support) and students' homework effort. A sample of 666 Chinese middle school students was recruited to complete the parental autonomy support questionnaire, teacher support questionnaire, homework autonomous motivation questionnaire and homework effort questionnaire. Structural equation modeling showed that both parental autonomy support and teacher support positively predicted mathematics homework effort, and mathematics homework autonomous motivation was a mediator in these associations. The present study reveals the importance of adult support and autonomous motivation, and has theoretical and practical implications.
期刊：
Educational Research and Reviews,2018年13(8):270-280 ISSN：1990-3839
作者机构：
[Charles Gbollie] School of Psychology, Central China Normal University, 152 Luoyu Street, Wuhan City, Hubei Province, 430079, China.;[Shaoying Gong] Key Laboratory of Adolescent Cyberpsychology and Behavior, Central China Normal University, 152 Luoyu Street, Wuhan City, Hubei Province, China.
摘要：
Building strong synergy among policy-makers, school administrators, teachers and parents in the execution of their roles is very important to improve student learning outcomes. It helps to lay a firm educational foundation for children from Pre-K-12 and facilitates life-long learning in order to assist learners to acquire knowledge, skills, values and attitudes that empower them to contribute to sustainable development. As a remedy to deteriorating student learning outcomes (exemplified in Liberia), this paper examines and discusses synergic alignment of education stakeholders’ roles towards the primary goal of better learning outcomes for students from pre-primary through high school, focusing on the need for combined efforts. It highlights why synergic alignment matters in spite of their traditionally ascribed roles and pinpoints some challenges and benefits of building synergy among stakeholders. Finally, this article offers suggestions aimed at improving student performance, particularly in developing countries through collaborative partnership. It sees synergy in group roles as one of the most effective solutions to cultivating better student learning outcomes and condemns children’s education as the sole responsibility of school workers (administrators and teachers). It was concluded that the survivability of social institutions and continuity of human existence hinges on synergy built to support children’s learning.
