ArticleFrontiers in psychology2026
Teacher support, peer support, and art creativity: the mediating roles of learning interest and self-efficacy.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Purpose: Based on Creativity Component Theory, this study constructs and tests a dual-path multiple mediation model to explain how two external environmental factors-teacher support and peer support-respectively linked with the creativity of art-major undergraduates through learning interest and self-efficacy. Methods: This study adopted an explanatory sequential mixed-methods design. The quantitative phase involved 1,220 undergraduate students majoring in the arts, whereas the qualitative phase consisted of semi-structured interviews with teachers ( Results: (1) Both teacher support and peer support show significantly positively associated with art creativity; (2) learning interest and self-efficacy serve as partial mediators between teacher/peer support and art creativity; (3) all four mediating paths have significant effects, forming a dual parallel-pathway structure; and (4) the qualitative phase elucidated the "structured empowerment-contextualized care" dual-wing model of teacher support, as well as the "cognitive collision-emotional resonance" effect of peer support, thereby providing a contextual interpretation for the quantitative patterns. Conclusion: This study supported a dual-path multiple mediation model based on Creativity Component Theory, showing that external support from environment has a direct associative effect on art creativity, and also produces indirect effects by linking interest and enhancing self-efficacy. In addition, the qualitative analysis supplemented the understanding of how social support exerts associative patterns in art education. Given that this study adopted a cross-sectional design, all findings should be interpreted as associative rather than causal inferences.
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