The mediating role of creative self-concept in the relation between filial piety and general mental health

IF 4.5 2区 教育学 Q1 Social Sciences Thinking Skills and Creativity Pub Date : 2024-12-11 DOI:10.1016/j.tsc.2024.101734
Wei-Wen Chen, Xin Yang, Lu Ran Zhang
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Abstract

The purpose of the study was to examine the mediating role of creative self-concept in the relationship between filial piety beliefs and general mental health (including social function and depression/anxiety) among Chinese high school students. We conducted the survey among Taiwanese high school students and employed structural equation modeling to analyze the data. The results showed that reciprocal filial piety (RFP) was associated with higher creative self-efficacy, which was subsequently linked to better social function and less anxiety/depression. However, RFP was associated with higher creative personal identity, which in turn contributed to worse social function and more anxiety/depression. Authoritarian filial piety (AFP) was not associated with any dimension of creative self-concept. In addition, AFP was directly linked to anxiety and depression. This study's findings suggested that within a Chinese background, RFP can be linked to the development of individuals’ creative self-concept. However, a creative personal identity needs to be carefully handled because it may be related to more challenges for teenagers with social adaptation.
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创造性自我概念在孝道与一般心理健康关系中的中介作用
摘要本研究旨在探讨创造性自我概念在中国高中生孝道信念与一般心理健康(包括社会功能和抑郁/焦虑)之间的中介作用。本研究以台湾高中生为调查对象,采用结构方程模型对数据进行分析。结果表明,孝顺与更高的创造性自我效能有关,而创造性自我效能又与更好的社会功能和更少的焦虑/抑郁有关。然而,RFP与更高的创造性个人身份相关,这反过来又导致了更差的社会功能和更多的焦虑/抑郁。专制孝道(AFP)与创造性自我概念的任何维度都不相关。此外,AFP与焦虑和抑郁直接相关。本研究结果表明,在中国背景下,RFP可能与个体创造性自我概念的发展有关。然而,一个创造性的个人身份需要小心处理,因为它可能涉及到更多的挑战,青少年的社会适应。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Thinking Skills and Creativity
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.
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