Creativity fostering teacher behavior on student creative achievement: Mediation of intrinsic motivation and moderation of openness to experience
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of the current study was to explore the nature of the underlying relationship between creativity fostering teacher behavior and student creative achievement in science activities. In doing so, we examined the mediating effect of intrinsic motivation on the relationship between creativity fostering teacher behavior and student creative achievement in science activities, and the moderating effect of openness to experience. We conducted a two-wave survey study in three high schools in China and obtained data from 1035 students. Results from ordinary least squares regression analysis showed that creativity fostering teacher behavior was positively related to student creative achievement in science activities. We found that students' intrinsic motivation mediated the relationship between creativity fostering teacher behavior and student creative achievement. When a student had a high level of openness to experience, the relationship between intrinsic motivation and creative achievement was stronger. In addition, we discussed the implications and limitations of our study, as well as suggestions for future research.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it