Student Intrinsic Motivation for Online Creative Idea Generation: Mediating Effects of Student Online Learning Engagement and Moderating Effects of Teacher Emotional Support

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...

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Published inFrontiers in psychology Vol. 13; p. 954216
Main Author Wang, Li
Format Journal Article
LanguageEnglish
Published Frontiers Media S.A 13.07.2022
Subjects
creativity generation
intrinsic motivation
moderated mediation effect
online learning engagement
perceived teacher emotional support
Psychology
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Summary: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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Edited by: Zhongling Pi, Shaanxi Normal University, China
This article was submitted to Human-Media Interaction, a section of the journal Frontiers in Psychology
Reviewed by: Mengxiang Wang, Beijing Union University, China; Xinxin Guo, University of Eastern Finland, Finland; Jinwei Huang, Sichuan International Studies University, China
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.954216