ArticleJournal of Intelligence2025
Effects of Peer and Teacher Support on Students' Creative Thinking: Emotional Intelligence as a Mediator and Emotion Regulation Strategy as a Moderator.
Article in Journal of Intelligence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
What it found
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A 2025 systematic review of teacher emotion regulation and well-being: implications for student engagement, learning outcomes, and professional development in EFL contexts.Frontiers in psychology · 2025Pooled it
- Enhancing Rural Children's Cognitive Abilities Through Teacher Support: Quasi-Experimental Evidence from Longitudinal Data in China.Journal of Intelligence · 2026Article
- Latent profiles of emotional intelligence and associated factors among clinical nurses: a cross-sectional study.Frontiers in public health · 2026Article
- Teacher support, peer support, and art creativity: the mediating roles of learning interest and self-efficacy.Frontiers in psychology · 2026Article
- Understanding how emotional intelligence shapes teachers' reflective and creative teaching: the moderating role of teacher autonomy.Frontiers in psychology · 2026Article
- A sustainable bilingual learning ecosystem in higher education: teacher and peer support under SDG 4.7.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
This study aimed to explore the relationships among peer and teacher support, emotional intelligence, and creative thinking. A total of 335 middle school students in grade seven were surveyed in China, including boys 187 (55.8%) and girls 148 (44.2%), aged from 11 to 14 years (M = 12.5; SD = 0.5). Results of the partial least square structural equation modeling showed that emotional intelligence was a positive mediator in the processes from peer and teacher support to middle school students' creative thinking, and emotion regulation strategies moderated these processes from emotional intelligence to creative thinking. Specifically, both peer and teacher support had an indirect effect on creative thinking through emotional intelligence. Moreover, the four dimensions of emotional intelligence bore different mediating powers. Among them, emotion regulation exhibited the greatest mediating power, and self-emotion appraisal is the least. In addition, both reappraisal and suppression positively moderated the impact of emotional intelligence on creative thinking. Moreover, reappraisal had stronger moderating power than that of suppression. Interestingly, the direct effects of both peer and teacher support on creative thinking were not observed. This study offers knowledge about the mechanisms of peer and teacher support and students' creative thinking, and implications for practitioners were also discussed in this study.
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Registered trials
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