{"title":"中国中学生父母自主支持、认知需求和创造力的级联发展。","authors":"Xiaoqing Ma, Jinghuan Zhang, Xiaolei Zhang, Si Si","doi":"10.1007/s10964-025-02234-4","DOIUrl":null,"url":null,"abstract":"<p><p>Previous studies have demonstrated the independent effects of parental autonomy support and need for cognition on creativity. However, it remains unclear how these factors jointly drive the development of creativity among adolescents, or how creativity shapes need for cognition and influences individuals' perceptions and constructions of their environments. Grounded on the framework of developmental cascades, this longitudinal study explored the dynamic relationships among parental autonomy support, need for cognition, and creativity development. Data were collected from 275 first-year middle school students from China (M<sub>age(T1)</sub> = 12.730 ± 0.591, N<sub>boys</sub> = 150) in three waves with 1-year intervals. The results indicated that parental autonomy support had a diffusion effect on the development of both need for cognition and creativity; bidirectional relationships between need for cognition and creativity, as well as between parental autonomy support and need for cognition. These findings suggest that creativity develops through the cascading changes in parental autonomy support and need for cognition, providing both theoretical and empirical support for the cultivation and development of creativity among Chinese adolescents.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":3.6000,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Cascading Development of Parental Autonomy Support, Need for Cognition and Creativity in Chinese Middle School Students.\",\"authors\":\"Xiaoqing Ma, Jinghuan Zhang, Xiaolei Zhang, Si Si\",\"doi\":\"10.1007/s10964-025-02234-4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Previous studies have demonstrated the independent effects of parental autonomy support and need for cognition on creativity. However, it remains unclear how these factors jointly drive the development of creativity among adolescents, or how creativity shapes need for cognition and influences individuals' perceptions and constructions of their environments. Grounded on the framework of developmental cascades, this longitudinal study explored the dynamic relationships among parental autonomy support, need for cognition, and creativity development. Data were collected from 275 first-year middle school students from China (M<sub>age(T1)</sub> = 12.730 ± 0.591, N<sub>boys</sub> = 150) in three waves with 1-year intervals. The results indicated that parental autonomy support had a diffusion effect on the development of both need for cognition and creativity; bidirectional relationships between need for cognition and creativity, as well as between parental autonomy support and need for cognition. These findings suggest that creativity develops through the cascading changes in parental autonomy support and need for cognition, providing both theoretical and empirical support for the cultivation and development of creativity among Chinese adolescents.</p>\",\"PeriodicalId\":17624,\"journal\":{\"name\":\"Journal of Youth and Adolescence\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2025-08-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Youth and Adolescence\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10964-025-02234-4\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Youth and Adolescence","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10964-025-02234-4","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
The Cascading Development of Parental Autonomy Support, Need for Cognition and Creativity in Chinese Middle School Students.
Previous studies have demonstrated the independent effects of parental autonomy support and need for cognition on creativity. However, it remains unclear how these factors jointly drive the development of creativity among adolescents, or how creativity shapes need for cognition and influences individuals' perceptions and constructions of their environments. Grounded on the framework of developmental cascades, this longitudinal study explored the dynamic relationships among parental autonomy support, need for cognition, and creativity development. Data were collected from 275 first-year middle school students from China (Mage(T1) = 12.730 ± 0.591, Nboys = 150) in three waves with 1-year intervals. The results indicated that parental autonomy support had a diffusion effect on the development of both need for cognition and creativity; bidirectional relationships between need for cognition and creativity, as well as between parental autonomy support and need for cognition. These findings suggest that creativity develops through the cascading changes in parental autonomy support and need for cognition, providing both theoretical and empirical support for the cultivation and development of creativity among Chinese adolescents.
期刊介绍：
Journal of Youth and Adolescence provides a single, high-level medium of communication for psychologists, psychiatrists, biologists, criminologists, educators, and researchers in many other allied disciplines who address the subject of youth and adolescence. The journal publishes quantitative analyses, theoretical papers, and comprehensive review articles. The journal especially welcomes empirically rigorous papers that take policy implications seriously. Research need not have been designed to address policy needs, but manuscripts must address implications for the manner society formally (e.g., through laws, policies or regulations) or informally (e.g., through parents, peers, and social institutions) responds to the period of youth and adolescence.
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