رابطه سبک‌های ارتباطی معلمان با خلاقیت شناختی دانش‌آموزان بر اساس باورهای شناختی و انگیزشی آنان

Abstract This study investigated the role of teachers’ communication styles (controlling style vs. autonomy supportive style) on students’ cognitive creativity with regard to their cognition and motivational beliefs. Three hundred male students from elementary schools in the City of Shiraz participated in this study. Students completed Learning Climate Questionnaire (LCQ), the Student Perceptions of Control Questionnaire (SPOCQ), Academic Self Regulation Questionnaire (SRQ-A) and the Consensual Assessment Technique for Creativity (CAT) measures. Results of path analysis revealed that autonomy supportive style by teachers had both direct and indirect association with creativity. Also autonomy regulation style was positively predicted by autonomy supportive style by teachers. Results also demonstrated that autonomy regulation style was a more significant positive predictor and control regulation style was a negative predictor of creativity. These results confirm the role playred by teacers on creativity through mediating variables of motivational beliefs and cognitions.