The Relationships of Parental Responsiveness, Teaching Responsiveness, and Creativity: The Mediating Role of Creative Self-Efficacy.

This study investigated the relationships between parental responsiveness, teaching responsiveness, and creativity, as well as the mechanism underlying these associations. We collected data from 584 Chinese college students via convenience sampling method and used self-report scales to measure their perceived parental responsiveness, teaching responsiveness, creative self-efficacy, and creativity. We employed structural equation modeling (SEM) to examine the relationships among these variables and the mediation effect. The results revealed that both parental responsiveness and teaching responsiveness were positively related to student creativity. Moreover, creative self-efficacy mediated the relationships of parental responsiveness, teaching responsiveness, and creativity. The findings highlight the significance of responsiveness from parents and teachers on student creativity and verify the potential mediating role of creative self-efficacy. These findings suggest that teachers and parents can foster creativity by providing warm and supportive responses to students' creative needs.

Creative, Thus Connected: The Power of Sociometric Creativity on Friendship Formation in Gifted Adolescents-A Longitudinal Network Analysis of Gifted Students.

The current study's purpose is to explore the influence of peer-perceived creativity (sociometric creativity) on the short-term development of friendships during a summer program for high ability students. Specifically, the two main objectives of our study are: (1) How did students' friendships network and sociometric creativity network evolve in the summer program? (2) How did sociometric creativity influence the friendship formation? The longitudinal study was conducted at the beginning, middle and the end of a 3-week long program for gifted students in Ireland. The sample consisted of Irish gifted students (N = 702, aged 13-18 years, 52% female, over thirty-one classes). Overall, our longitudinal multilevel and multigroup social network analysis shows that gifted adolescents formed reciprocated friendship ties and cohesive peer group structures in the investigated period; similar age and the same gender predicted friendship formation. Regarding the sociometric creativity, they tended to nominate a similar age and same gender student as very creative. Moreover, the sociometric creativity positively influenced adolescents' friendship networks on a dyadic level, indicating that adolescents select friends based on their perception of the other student's creativity. Further results, explanations, and implications are discussed.