The Relationship Between Attitudes Toward Authority and Innovative Behavior in Adolescents
The Mediating Roles of Social Support and Perspective Taking
Bibliographic Data
| ID | 21345352 |
|---|---|
| Authors | Chu-Yang Chang (0000-0002-7155-5279, The University of Manchester), Hsu‐chan Kuo (0000-0001-6109-8812, National Cheng Kung University, corresponding author) |
| Year | 2024 |
| Volume | 58 |
| Issue | 3 |
| Pages | 412-429 |
| Publication date | 2024-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Creative Behavior (JOURNAL) |
| Journal identifiers | ISSN: 0022-0175 • E-ISSN: 2162-6057 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jocb.665 |
| OpenAlex | W4399384898 |
| Language | EN |
| References cited | 93 |
Parents and teachers are significant authority figures that substantially impact adolescents' psychological and cognitive development, including their creativity. The current study investigated the relationship between adolescents' attitudes toward authority (parents and teachers) and innovative behavior and examined the mediating effects of social support and perspective taking. According to attachment theory, adolescents' attitudes toward authority may derive from early interaction with primary caregivers, primarily parents. Individuals internalize these interaction experiences and form internal working models, which will be applied in later life stages when interacting with authority figures. These early life experiences also influence individuals' sense of support and empathy abilities. Through analyzing a sample comprising 1,498 adolescents from Taiwan, this study unveils a significant association between adolescents' perceptions of authority and their proclivity for innovative conduct, as well as their levels of social support and capacity for perspective taking. Employing structural equation modeling (SEM), the empirical findings accentuate the mediating role of social support and perspective taking in delineating the nexus between adolescents' attitude toward authority and their manifestation of innovative behavior. The results revealed that adolescents with positive attitudes toward authority are likely to sense support, stand from other viewpoints, and further benefit creativity
Perspective (graphical) · Child Therapy and Development · Computer Science · Education and Learning Interventions · Psychological and Temporal Perspectives Research · Psychology · Social Psychology
Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school.
Perceived teacher support and creative self-efficacy
The Necessity of Others is The Mother of Invention
Teacher–child relationships from an attachment perspective
Determinants of Innovative Behavior
The Making and Breaking of Affectional Bonds
The Impact of Parenting on Emotion Regulation During Childhood and Adolescence
Adolescent-parent attachment
The dynamic componential model of creativity and innovation in organizations
Perceived social support and self-esteem as mediators of the relationship between parental attachment and life satisfaction among Chinese adolescents
Cutoff criteria for fit indexes in covariance structure analysis
Testing Structural Equation Models
Relationships between Parenting Behaviors and Adolescents’ Creativity in China
A Note on Testing Mediated Effects in Structural Equation Models
Une validation de la forme abrégée de l’Échelle de provisions sociales
Empathy from infancy to adolescence
Child-to-Parent Violence
Child-to-Parent Violence and Parenting Styles
Bowlby's Legacy to Developmental Psychology
Differential effects of support providers on adolescents' mental health
Gender Differences in Adolescent Perceptions of Parent-Adolescent Openness in Communication and Adolescent Empathy
Moral judgment, personality, and attitude to authority in early and late adolescence
The Multidimensional Scale of Perceived Social Support
The generality of attitudes toward authority and nonauthority figures
Attachment Theory and Concepts of God
Evidence of Parallel Pathways
| Citation velocity | historical |
|---|---|
| Highly cited | No |