{'fraction_non_alphanumeric': 0.01406926406926407, 'fraction_numerical': 0.003246753246753247, 'mean_word_length': 5.702898550724638, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The impact of school climate on trait creativity in primary school students: the mediating role of achievement motivation and proactive personality

ABSTRACT This study aimed to identify relationships between school climate, proactive personality, achievement motivation, and the trait creativity of primary school students by means of a path model. We examined 603 Chinese primary school students in terms of their perceptions of their school climates and relationships with teachers and peers. The results indicated that school climate exerted a direct and significant impact on students’ trait creativity. Both proactive personality and achievement motivation mediated the relations between school climate and trait creativity. The findings suggest that schools should foster an open, tolerant, atmosphere that encourages innovation and be aware of the value of good teacher-student and peer relationships in this regard.