TY  - EJOU
AU  - Huang, Xiao 
AU  - Chen, Suqing 
AU  - Rusdi, Fairuz A’dilah Binti 

TI  - Perceived teacher autonomy support and college students’ creativity: The mediating role of academic engagement and the moderating role of emotions
T2  - Journal of Psychology in Africa

PY  - 2025
VL  - 35
IS  - 5
SN  - 1815-5626

AB  - This study examined the perceived teacher autonomy support effects on college students’ creativity, and the role of academic engagement and affect (positive and negative emotions) in that relationship. The study sample comprised 637 undergraduates (366 females, 271 males). Results from structural equation modelling with a moderated mediation framework indicated that perceived teacher autonomy support positively predicted college students’ self-reported creativity. Academic engagement partially mediated the relationship between autonomy support and creativity, whereby higher perceived autonomy support predicted greater academic engagement, which subsequently promoted creativity. Both positive and negative emotions strengthened the link between autonomy support and engagement; high levels of positive and negative emotions triggered stronger moderation than low states. These findings align with Self-Determination Theory and affective perspectives, indicating that both positive and context-dependent negative emotions can enhance engagement in supportive contexts. Implications highlight the importance of autonomy-supportive teaching and emotional regulation strategies to foster creativity.
KW  - university students; teacher autonomy support; emotions; academic engagement; creativity

DO  - 10.32604/jpa.2025.066349