The long-term impact of executive functions on everyday creativity among Chinese adolescents: A longitudinal mediation model of emotional resilience and creative self-efficacy

IF 3.7 2区教育学 Q1 Social Sciences Thinking Skills and Creativity Pub Date : 2024-11-08 DOI:10.1016/j.tsc.2024.101682

Qing Wang, Yuanmeng Tang, Jie Yu, Liying Huang, Xinya Wang, Baoguo Shi

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Abstract

Recent studies have underscored the vital role of executive functions (EFs) in creativity. However, most research has concentrated on creative thinking while overlooking the relationship between EFs and everyday creativity and the mechanism underlying this relationship in the development of adolescents. In this study, we recruited 1269 adolescents (560 girls, 44.1 %) and utilized a longitudinal follow-up approach, conducting questionnaire surveys at three time points. The longitudinal mediation model of emotional resilience (ER) at Time 2 (T2) and creative self-efficacy (CSE) at Time 3 (T3) as links between EFs at Time 1 (T1) and everyday creativity at T3 was analyzed to verify all possible paths in this study. The results revealed that EFs (T1) positively predicted adolescents’ everyday creativity in science, art, and literature two years later (T3). Furthermore, EFs (T1) predicted adolescents' everyday creativity in science, art, and literature (T3) via a sequential mediation model of ER (T2) and CSE (T3), as well as a mediation model of CSE (T3). In summary, these findings reveal the relationships and internal mediating mechanisms between EFs and everyday creativity. This study has considerable implications for families and schools to advance the development of adolescents’ everyday creativity by training their EFs and strengthening their ER and CSE.

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执行功能对中国青少年日常创造力的长期影响：情绪复原力与创造力自我效能的纵向中介模型

最近的研究强调了执行功能（EFs）在创造力中的重要作用。然而，大多数研究都集中在创造性思维方面，却忽视了执行功能与日常创造力之间的关系，以及这种关系在青少年成长过程中的内在机制。在这项研究中，我们招募了 1269 名青少年（560 名女生，占 44.1%），并采用纵向追踪方法，在三个时间点进行问卷调查。我们分析了时间 2（T2）的情绪复原力（ER）和时间 3（T3）的创造性自我效能感（CSE）作为时间 1（T1）的情商与时间 3（T3）的日常创造力之间的联系的纵向中介模型，以验证本研究中所有可能的路径。结果表明，两年后（T3），EFs（T1）对青少年在科学、艺术和文学方面的日常创造力有积极的预测作用。此外，通过 ER（T2）和 CSE（T3）的顺序中介模型以及 CSE（T3）的中介模型，EFs（T1）还能预测青少年在科学、艺术和文学方面的日常创造力（T3）。总之，这些研究结果揭示了EF与日常创造力之间的关系和内部中介机制。这项研究对家庭和学校通过训练青少年的情商、加强青少年的情境体验（ER）和情境体验（CSE）来促进青少年日常创造力的发展具有重要意义。

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.