ArticleBMC psychology2025
Enhancing creative process engagement in university students: the mediating role of trust and empowerment and the moderating effect of proactive personality in humble teacher leadership.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The relationship between trust and humility: a systematic review.Frontiers in psychology · 2026Pooled it
- Investigating the relationship between clan culture and teachers' work engagement using the PLS-SEM approach: a moderated mediation model of job autonomy and humble leadership.BMC psychology · 2026Article
- A hybrid deep learning model with feature engineering technique to enhance teacher emotional support on students' engagement for sustainable education.Scientific reports · 2025Article
- Effect of university teachers' teaching style on EFL learners' classroom engagement: the mediating role of self-efficacy.BMC psychology · 2025Article
- The impact of humility traits on job search behavior in college graduates: the mediating role of job search clarity.Frontiers in psychology · 2025Article
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Authors and funding
2 authors.
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Abstract
This study examines the interplay between humble teacher leadership and student creative process engagement, grounded in Social Exchange Theory and Self-Determination Theory. Additionally, it analyzes the sequential mediating roles of student trust and psychological empowerment, as well as the moderating effect of proactive personality. Data were collected at three time points from 384 participants across Chinese universities and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with Smart PLS 4.0 software. The findings reveal that humble teacher leadership significantly enhances students' participation in creative processes. Student trust and psychological empowerment serve as sequential mediators in the relationship between humble leadership and creative engagement. Moreover, the presence of a proactive personality notably strengthens the positive influence of humble teacher leadership on students' creative process engagement. By exploring the psychological states and individual differences, this research elucidates the mediating mechanisms and boundary conditions between humble teacher leadership and students' creative engagement, providing theoretical foundations and practical guidelines for implementing humble leadership in educational settings.
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