Article Dans Une Revue Thinking Skills and Creativity Année : 2025

How teacher autonomy support and student creativity jointly contribute to self-regulated learning: a dynamic, person-environment fit perspective

Nicolas B Verger
Anatolia Batruch
  • Fonction : Auteur
Marco Bressan
  • Fonction : Auteur
Genavee Brown
Fabrizio Butera
Anthony Cherbonnier
Marie Demolliens
  • Fonction : Auteur
Olivier Desrichard
  • Fonction : Auteur
Luc Goron
  • Fonction : Auteur
Brivael Hémon
Pascal Huguet
Nathalie Mella-Barraco
Estelle Michinov
Nicolas Michinov
Nana Ofosu
  • Fonction : Auteur
Laurine Peter
  • Fonction : Auteur
Céline Poletti
  • Fonction : Auteur
Mathilde Riant
  • Fonction : Auteur
Anaïs Robert
Ocyna Rudmann
Camille Sanrey
Arnaud Stanczak
  • Fonction : Auteur
Farouk Toumani
Emilio Paolo Visintin

Résumé

According to emergent research, being creative at school could benefit self-regulated learning, but only within "creative learning" contexts that encourage student creativity. This study explored these relations among vocational students in high school (N = 8224). Theoretically, it merged creativity research and self-determination theory (Ryan & Deci, 2020) by operationalising creative-supportive contexts as teaching that supports the need for autonomous learning. Methodologically, the study investigated reciprocal influences between student perceptions of creativity (i.e., use of creative cognitive processes while studying), teacher autonomy support (i.e., teacher behaviours that foster autonomous learning behaviour) and self-regulation (i.e., regulation of resources, efforts, motivation in learning activities), while accounting for different temporalities of effects (i.e., lagged vs. contemporaneous) and for the possibility that self-regulation

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hal-05101299 , version 1 (06-06-2025)

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Fernando Núñez-Regueiro, Nicolas B Verger, Pascal Bressoux, Anatolia Batruch, Marinette Bouet, et al.. How teacher autonomy support and student creativity jointly contribute to self-regulated learning: a dynamic, person-environment fit perspective. Thinking Skills and Creativity, 2025, 58, pp.101873. ⟨10.1016/j.tsc.2025.101873⟩. ⟨hal-05101299⟩
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