期刊
FRONTIERS IN PSYCHOLOGY
卷 13, 期 -, 页码 -出版社
FRONTIERS MEDIA SA
DOI: 10.3389/fpsyg.2022.954216
关键词
intrinsic motivation; online learning engagement; creativity generation; perceived teacher emotional support; moderated mediation effect
资金
- project of Hubei University of Arts and Science [XK2020021]
This study investigated the correlation between student intrinsic motivation and online creativity, and found that student online learning engagement partially mediated the positive association between the two. Additionally, teacher emotional support moderated the relationship between student intrinsic motivation and online learning engagement.
The online creativity generation research is a new field of creativity research. However, very little is known about the specific psychological processes of online idea generation. Against this background, this study explored the correlation between student intrinsic motivation and online creativity and possible mechanisms that may lie within this relationship. A sample of 423 Chinese students from three public universities participated in this study by completing measurements of intrinsic motivation, online learning engagement, creativity, and perceived teacher emotional support. The results indicated that student online learning engagement partially mediates the positive association between student intrinsic motivation and their online creativity. Teacher emotional support moderates the positive relationship between student intrinsic motivation and online learning engagement. Our findings suggested that student online creativity benefited from their intrinsic motivation in an online environment. The limitations of this study were also discussed.
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