Explaining the dynamics of student classroom relationships based on the professor-student connection, with the mediating role of team creativity and students' creative self-confidence.

Document Type : Research Paper

Authors

1 Assistant Professor Department of Educational and Curriculum Innovations Institute for Research and Planning in Higher Education, Tehran, Iran

2 Master's student in Educational Psychology

Abstract

The present study aimed to explain the dynamics of students' classroom based on the relationship between professor and student with the mediating role of team creativity and students' creative self-efficacy. This research employed a quantitative approach and a descriptive-correlational method using structural equation modeling. The statistical population included all students of Semnan University, totaling 12,085 individuals in the academic year 2024-2025, from whom a sample of 373 students was selected using stratified random sampling. Data were collected using the Professor-Student Relationship Scale by Kuklinski et al. (2004), the Team Creativity Scale by Jiang and Zhang (2014), the Creative Self-Efficacy Scale by Filan and Young (2003), and the Classroom Dynamics Scale by Chang (2019). The face and content validity of the research instruments were confirmed, and the reliability of the research instruments was confirmed using Cronbach's alpha, which was above 0.7. The findings from the analysis of research data using structural equation modeling showed that the relationship between professors and students and its subscales have a positive and significant effect on classroom dynamics. According to the findings, the two variables of creative self-efficacy and team creativity and their sub-scales had a positive mediating role in relation to classroom dynamics and the relationship between professors and students. Furthermore, the findings obtained using path analysis showed that, considering the goodness-of-fit indices, the developed model has a good fit. Based on the research findings,

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Journal of Studies in Learning & Instruction
Volume 17, Issue 2
September 2025
Pages 164-141

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History

  • Receive Date: 10 October 2025
  • Revise Date: 22 December 2025
  • Accept Date: 24 December 2025
  • First Publish Date: 24 December 2025
  • Publish Date: 23 September 2025

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