Parents play a crucial role in shaping their children’s creative development through various forms of involvement.
Parents, as part of themicrosystem, directly impact a child’s creative potential through their behaviors, attitudes, and the home environment they create.
However, certain parental behaviors, such as psychological control, may hinder creative development. Understanding these dynamics is essential for promoting creativity in educational and family contexts.
Key Points
Rationale
This meta-analysis aimed to synthesize and clarify inconsistent findings from previous empirical studies on the relationship between parental involvement and student creativity.
The rationale for conducting this research stems from several key factors:
By conducting this meta-analysis, the researchers aimed to provide a clearer understanding of the overall relationship between parental involvement and student creativity, as well as identify factors that may influence this relationship.
This knowledge can inform both theory development and practical interventions to foster creativity in educational settings.
Method
The researchers conducted asystematic literature searchandmeta-analysisfollowing these steps:
The researchers did not explicitly state adherence to PRISMA guidelines, but the described methodology generally aligns with PRISMA recommendations for systematic reviews and meta-analyses.
Search strategy and terms:
The literature search combined the following terms:
These terms were searched in title, abstract, and keyword fields across multiple databases. Additional searches utilized public search engines and reference lists of relevant reviews.
Inclusion and exclusion criteria:
Inclusion criteria:
Exclusion criteria:
Statistical measures:
The researchers employed the following statistical analyses:
All statistical calculations were performed using R software, with the metafor and meta packages for meta-analytic procedures.
Results
Main effect:
Moderator analyses:
Heterogeneity and publication bias:
Insight
This meta-analysis provides several key insights into the relationship between parental involvement and student creativity:
The findings suggest that future research should focus on:
Strengths
The study had several methodological strengths, including:
Limitations
The study had several limitations that should be considered when interpreting the results:
These limitations suggest the need for caution in interpreting and generalizing the results, particularly for subgroup analyses with smaller sample sizes.
Implications
The findings of this meta-analysis have several important implications for research, practice, and policy:
These implications highlight the significant real-world impact of understanding the relationship between parental involvement and creativity.
By applying these findings, educators, parents, and policymakers can work together to create environments that nurture and enhance creative potential in students.
References
Primary reference
Fan, H., Feng, Y., & Zhang, Y. Parental Involvement and Student creativity: A three-level Metaanalysis.Frontiers in Psychology,15, 1407279.https://doi.org/10.3389/fpsyg.2024.1407279
Other references
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Jankowska, D. M., & Karwowski, M. (2019). Family factors and development of creative thinking.Personality and individual differences,142, 202-206.https://doi.org/10.1016/j.paid.2018.07.030
Liu, G., Zhang, S., Zhang, J., Lee, C., Wang, Y., & Brownell, M. (2013). Autonomous motivation and Chinese adolescents’ creative thinking: The moderating role of parental involvement.Creativity research journal,25(4), 446-456.https://doi.org/10.1080/10400419.2013.843401
Niu, W. (2007). Individual and environmental influences on Chinese student creativity.The Journal of Creative Behavior,41(3), 151-175.https://doi.org/10.1002/j.2162-6057.2007.tb01286.x
Niu, W., & Sternberg, R. J. (2003). Societal and school influences on student creativity: The case of China.Psychology in the Schools,40(1), 103-114.https://doi.org/10.1002/pits.10072
Oh, J. S., Lee, H. C., & Yoo, P. K. (2014). A Study on the Relationship between the Parents’ Learning Involvement and Children’s Intellectual Curiosity and Scientific Creativity of the Gifted Elementary Students of Science and General Students.Journal of Fisheries and Marine Sciences Education,26(5), 1119-1128.https://doi.org/10.13000/JFMSE.2014.26.5.1119
OECD. (2020).What students learn matters: Towards a 21st century curriculum. Paris: OECD Publishing.
Pang, W., & Plucker, J. A. (2012). Recent transformations in China’s economic, social, and education policies for promoting innovation and creativity.The Journal of Creative Behavior,46(4), 247-273.https://doi.org/10.1002/jocb.17
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions.Contemporary educational psychology,61, 101860.https://doi.org/10.1016/j.cedpsych.2020.101860
Said-Metwaly, S., Fernández-Castilla, B., Kyndt, E., Van den Noortgate, W., & Barbot, B. (2021). Does the fourth-grade slump in creativity actually exist? A meta-analysis of the development of divergent thinking in school-age children and adolescents.Educational Psychology Review,33, 275-298.https://doi.org/10.1007/s10648-020-09547-9
van der Zanden, P. J., Meijer, P. C., & Beghetto, R. A. (2020). A review study about creativity in adolescence: Where is the social context?.Thinking Skills and Creativity,38, 100702.https://doi.org/10.1016/j.tsc.2020.100702
Xu, J., Guo, S., Feng, Y., Ma, Y., Zhang, Y., Núñez, J. C., & Fan, H. (2024). Parental homework involvement and students’ achievement: A three-level meta-analysis.Psicothema,36(1), 1-14.
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Keep Learning
To further engage with this research paper in a college class setting, consider the following Socratic questions for discussion:
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
