Relationship Between Digital Creativity, Parenting Style, and Adolescent Performance

A longitudinal study of the effect of individual and socio-cultural factors on students’ creativity

This longitudinal study investigated how characteristics of individual and social relationships affect Korean students’ creativity development. Fifth graders (male: 3,623, female: 3,701) from 242 schools in Korea were followed annually from their 5th to 9th grades (indicating from the 5th elementary school grade to the 3rd middle school grade in the Korean school system). Exploratory factor analysis, internal consistency reliability (coefficient alpha), confirmatory factor analysis, and two-level growth model methods were performed. We investigated all nine constructs and their related items by checking metric and scalar invariance assumptions. When the measurement invariance assumptions were satisfied, we used the mean of items that constitute respective factors. We checked growth trajectories of creativity and tapped the possibility of the existence of subgroups based on the growth/change pattern using latent class growth modeling. The results showed that no subgroups existed. Thus, we constructed a two-level growth model to investigate the overall growth pattern of the students. Regarding level 1, we included time-varying variables such as peer attachment, self-regulation habits (self-management), parents’ academy-oriented involvement, parent affective support, individualized, interactive teaching methods, teachers’ academic pressure, and academic achievement. At level 2, we used gender and parenting style that was obtained at time point 1. The final combined model incorporating level 1 and 2 variables showed that students’ self-regulation had the most association with the student’s creativity followed by peer attachment, parents’ academic support, interaction with parents, interaction with teachers, academic pressure from teachers, and relationships with teachers. Methods for enhancing students’ creativity were discussed.

New exploration of creativity: Cross-validation analysis of the factors influencing multiteam digital creativity in the transition phase

Multiteam digital creativity (MTDC) is a new domain of creativity study that fits the new developments of the digital era, thus scholars have called for exploring MTDC in the fine-graining phase. This paper responds to this call, and adopts two studies and cross-validation analysis to explore the theoretical framework of the impact factors of MTDC in the transition phase. Study 1 adopts the qualitative analysis method of rooted theory to explore a more comprehensive impact factor and to maximize the new theory's saturation. Study 2 adopts the CL-WG DEMATEL method, one analysis method of group decision-making and optimized concept lattice, which could cross-validation analyze the results of Study 1 and further determine the importance of the factors. The results of the studies indicate that the influencing factors of MTDC are multilevel, and the factors such as the organizational digital climate, team psychological empowerment, individual digital cognition and emotion, and leadership competence have greater impacts on MTDC. This indicates that the transition phase has a unique internal mechanism. This paper constructs a theoretical framework of factors influencing MTDC in the transition phase and provides new theoretical and practical references for how organizations could fully stimulate MTDC in the digital era. In addition, the cross-validated analytical method further enriches the study tools in the domain of organizational behavior.

Impacts of Entrepreneurial Openness and Creativity on Company Growth

Entrepreneurs as individuals are the main drivers of entrepreneurship and possess distinct personality characteristics. The study focused on entrepreneurial openness and creativity on the entrepreneurial level relative to business growth. Hypotheses were developed and empirically tested in structural equation models using survey data obtained from SMEs’ entrepreneurs in three countries. This study adds to what is known about entrepreneurship and small business management in terms of normative research on firm growth by empirically examining the relationships between the entrepreneurial openness, creative personality, and creativity of the entrepreneur and growth of the company. Moreover, the study develops refined internationally comparable measures of entrepreneurial openness, entrepreneur creativity, and a creative personality. An entrepreneur’s openness and creative personality may be essential for their creativity. The entrepreneur’s creativity may be a vital element of company growth in some countries.

Interpersonal Support, Emotional Intelligence and Family Function in Adolescence

BACKGROUND

During adolescence, although the peer group exerts a strong influence on how the individual thinks and feels and on personal social values, the family still exerts a sustaining and supporting role. This study analyzed the relationships established between family function, emotional intelligence and perceived interpersonal support in adolescence.

METHOD

The sample was made up of 1287 high school students aged 14 to 18 (M = 15.11; SD = 0.91) in the province of Almeria (Spain).

RESULTS

The results showed moderate correlations between the intrapersonal emotional intelligence dimension and perceived availability of support (advice or orientation), and between the mood dimension of emotional intelligence and the three interpersonal support dimensions (appraisal, belonging and tangible). In addition, significant positive correlations were found between family function and the intrapersonal and mood dimensions of emotional intelligence, with medium and large effect sizes, respectively. Apart from that, the data revealed that students who could count on a more functional family referred to high empathy and acceptance by others and greater support in material or financial matters, followed by those with moderate family function. In addition, students from homes with severely dysfunctional families perceived less available support. Finally, students who said they could count on strong family function also scored higher on the intrapersonal factor of emotional intelligence.

CONCLUSIONS

The implications of these findings for the development of emotional intelligence in early adolescence are discussed from the family context, considering the relationship between emotional intelligence and social support.