Learning to launch
Classroom climate, feedback, narrative therapy, and the development of entrepreneurial creativity in college
Bibliographic Data
| ID | 9406705 |
|---|---|
| Authors | Zhang Caichan (Jiaying University, corresponding author), Yingmei Li (0000-0002-2333-595X, Guangdong University of Finance) |
| Year | 2026 |
| Volume | 263 |
| Pages | 106296-106296 |
| Publication date | 2026-01-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2026.106296 |
| PMID | 41579746 |
| OpenAlex | W7125649023 |
| Language | EN |
| References cited | 27 |
This study examines how classroom climate and feedback quality/internalization shape the development of entrepreneurial creativity among undergraduates in China, and whether narrative re-authoring practice amplifies this process. We surveyed students enrolled in entrepreneurship courses across four innovation ecosystems-Shenzhen, Hangzhou, Wuhan, and Xi'an-and paired surveys with expert ratings of artifact novelty and usefulness across course milestones. After distributing 634 questionnaires, 496 valid responses were retained (in-person proctoring; tokenized QR to prevent duplicates). Established, Chinese-adapted scales showed strong measurement quality (loadings ≥0.70; α = 0.84-0.92; CR = 0.89-0.94; AVE = 0.61-0.71; SRMR = 0.058; HTMT <0.85). Using SmartPLS 4 with 5000 bootstrap resamples, we found that supportive classroom climate directly promoted entrepreneurial creativity development (β = 0.12, p = .009) and strongly enhanced feedback quality/internalization (β = 0.58, p < .001). Feedback quality/internalization, in turn, predicted creativity growth (β = 0.41, p < .001). The indirect effect of classroom climate on entrepreneurial creativity via feedback was significant and substantial (β_indirect = 0.24, p < .001; partial mediation), and narrative re-authoring practice positively moderated the feedback→creativity path (β = 0.09, p = .007). Framed by Self-Determination Theory and the Componential Theory of Creativity, the findings identify an actionable mechanism-ignite motivation with climate, steer progress with high-quality feedback, and stabilize iteration with narrative practice-offering theory-driven guidance for scaling China's innovation-oriented entrepreneurship education
Artifact (error · Creativity · Entrepreneurship · Narrative · Novelty · Artistic and Creative Research · Creativity in Education and Neuroscience · Entrepreneurship Studies and Influences
How Are We Doing After 30 Years? A Meta-Analytic Review of the Antecedents and Outcomes of Feedback-Seeking Behavior
From Creativity to Innovation
Research on Workplace Creativity
Creative Self-Efficacy
The dynamic componential model of creativity and innovation in organizations
Intrinsic and extrinsic motivation from a self-determination theory perspective
Focus on Formative Feedback
Describing innovative behavior among undergraduate students based on demographic characteristics
The Feedback Environment Scale
Rethinking models of feedback for learning
The effects of feedback interventions on performance
The development of student feedback literacy
The psychometric property testing of creativity disposition scale among basic education students
Internalization of biopsychosocial values by medical students
The Power of Feedback
Beyond Big and Little
Formative assessment and self-regulated learning
Back-Translation for Cross-Cultural Research
| Citation velocity | historical |
|---|---|
| Highly cited | No |