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Volume 24, Issue 152 (10-2025)
Journal of Psychological Science 2025, 24(152): 335-352 |
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Niroozadeh N. (2025). Examining the Mediating Role of Self-Regulation in the Relationship Between Emotional Literacy and the Application of Creativity-Fostering Strategies in Teaching. Journal of Psychological Science. 24(152), 335-352. doi:10.61186/jps.24.152.335
URL: http://psychologicalscience.ir/article-1-3284-en.html
URL: http://psychologicalscience.ir/article-1-3284-en.html
Department of Psychology, Faculty of Educational Sciences and Psychology, Farhangian University, Bushehr, Iran. , niroozadeh@cfu.ac.ir
Abstract: (88 Views)
Background: Creativity in teaching is a pivotal factor in enhancing the quality of primary education, and the implementation of creativity-fostering strategies can be significantly influenced by teachers’ individual characteristics. Among these, self-regulation and emotional literacy are considered effective factors in the more impactful use of such strategies. Despite the importance of these variables, the mediating role of self-regulation in the relationship between emotional literacy and the application of creativity-fostering strategies in teaching has received limited attention in previous research.
Aims: The present study aimed to investigate the mediating role of self-regulation in the relationship between emotional literacy and the application of creativity-fostering strategies in teaching.
Methods:. This descriptive-correlational study employed a structural equation modeling approach. The statistical population comprised all primary school teachers in governmental schools of Bushehr province during the academic year 2025-2026. Based on the Krejcie and Morgan (1970) table, a sample of 300 teachers was selected. Data collection instruments included Torrance’s (1974) Creativity-Fostering Strategies in Teaching Questionnaire, Goleman’s (2006) Emotional Literacy Questionnaire, and Zimmerman’s (2000) Self-Regulation Questionnaire. Data were analyzed using descriptive statistics and Pearson correlation coefficients in SPSS 26, and structural equation modeling was performed using AMOS 21 software.
Results: The results indicated direct effects of emotional literacy on self-regulation (β=0.52) and on creativity (β=0.02). Furthermore, a direct effect of self-regulation on creativity (β=0.93) was observed. Additionally, a significant indirect effect of emotional literacy on creativity through self-regulation (β=0.31) was found at the p<0.05level.
Conclusion: The findings suggest that teachers’ emotional literacy, by strengthening their self-regulatory capacities, serves as a primary foundation for the application of creative strategies in teaching. Consequently, professional development for teachers requires a comprehensive approach that, beyond technical methods, focuses on the synergy between emotional competencies and executive-cognitive skills. These findings underscore the necessity of revising teacher education programs to institutionalize self-management paradigms within the teaching and learning process.
Aims: The present study aimed to investigate the mediating role of self-regulation in the relationship between emotional literacy and the application of creativity-fostering strategies in teaching.
Methods:. This descriptive-correlational study employed a structural equation modeling approach. The statistical population comprised all primary school teachers in governmental schools of Bushehr province during the academic year 2025-2026. Based on the Krejcie and Morgan (1970) table, a sample of 300 teachers was selected. Data collection instruments included Torrance’s (1974) Creativity-Fostering Strategies in Teaching Questionnaire, Goleman’s (2006) Emotional Literacy Questionnaire, and Zimmerman’s (2000) Self-Regulation Questionnaire. Data were analyzed using descriptive statistics and Pearson correlation coefficients in SPSS 26, and structural equation modeling was performed using AMOS 21 software.
Results: The results indicated direct effects of emotional literacy on self-regulation (β=0.52) and on creativity (β=0.02). Furthermore, a direct effect of self-regulation on creativity (β=0.93) was observed. Additionally, a significant indirect effect of emotional literacy on creativity through self-regulation (β=0.31) was found at the p<0.05level.
Conclusion: The findings suggest that teachers’ emotional literacy, by strengthening their self-regulatory capacities, serves as a primary foundation for the application of creative strategies in teaching. Consequently, professional development for teachers requires a comprehensive approach that, beyond technical methods, focuses on the synergy between emotional competencies and executive-cognitive skills. These findings underscore the necessity of revising teacher education programs to institutionalize self-management paradigms within the teaching and learning process.
Keywords: Creativity‑Enhancing Strategies, Self‑Regulation, Emotional Literacy, Primary School Teachers
Type of Study: Applicable |
Subject:
Special
Received: 2025/08/16 | Accepted: 2025/10/12 | Published: 2025/10/23
Received: 2025/08/16 | Accepted: 2025/10/12 | Published: 2025/10/23
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)