How does classroom justice contribute to creativity? The mediating effects of sense of place and the moderating effects of social-emotional competence

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2025-07-21 DOI:10.1016/j.tsc.2025.101927

Jiahao Ge , Qiannan Fu , Jianzhen Zhang , Zhenni An , Xiaoyu Liang , Hongwei Zhou

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引用次数: 0

Abstract

Promoting creativity in the classroom has been emphasized in recent years. However, there is a lack of research that combines human and environment to investigate the complex mechanisms of creativity in the classroom. Thus, the present study explored the relationship between classroom justice and creativity based on the ecological systems model of creativity development. Further, the mediating effect of sense of place and the moderating effect of social-emotional competence was tested. A questionnaire survey was conducted with 1555 upper-secondary school students in the eastern area of China. We tested a moderating mediation model using SPSS and AMOS. The findings not only indicated that classroom justice positively affect creativity, but also indirectly through sense of place as a mediator. Also, social-emotional competence was found that have a positive moderating effect between sense of place and creativity. These findings may provide theoretical and practical guidance for educators to better understand the development of creativity in the classroom.

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课堂公正如何促进创造力？地方感的中介作用和社交情绪能力的调节作用

近年来，在课堂上促进创造力一直受到重视。然而，缺乏将人与环境结合起来探讨课堂创造力的复杂机制的研究。因此，本研究基于创造力发展的生态系统模型，探讨课堂公平与创造力的关系。进一步检验了地方感的中介作用和社会情绪能力的调节作用。对中国东部地区1555名高中生进行问卷调查。我们使用SPSS和AMOS对调节中介模型进行了检验。研究结果表明，课堂公平不仅对创造力有正向影响，而且还通过场所感间接地起到中介作用。社交情绪能力在地方感与创造力之间具有正向调节作用。这些发现可以为教育工作者更好地理解课堂创造力的发展提供理论和实践指导。

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 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.