The mediating role of resilience in the relationship the classroom psychosocial climate and creativity students

Background and Purpose:The classroom psychosocial climate can indirectly affect creativity through the effect on positive psychological variables such as resilience.The present research was also conducted with the aim of investigating the mediating role of resilience in the relationship between the classroom psychosocial climate and creativity students' creativity.Method: In the present correlational study, the study sample consisted of 341 students who were selected through a convenience sampling method through an online call from among all first-year high school students in Alvand city (Qazvin province) in the second semester of the 2023-2024 academic year.To collect data from Torrance's Creative Thinking Questionnaire (TTCT) ( 1979), Frazier et al.'s Psychosocial Climate (MCI-SF) (1995), and Connor and Davidson Resilience (CD-RISC) (2003) was used.The data were analyzed by Spss24 and AMOS24 software. Results:The results of the data analysis showed that the first initial hypothetical model had a good fit with the observed data.Based on the results of the direct path of the classroom psychosocial climate (friction and cohesion) and resilience, significant creativity was obtained (p0.001).Also, the indirect path of resilience in the relationship between the classroom psychosocial climate (cohesion) and creativity was significant (P<0.001), the indirect path of resilience in the relationship.There was also a significant difference between the classroom psychosocial climate (task-orientation) and creativity class (P<0.01).Conclusion: According to the obtained results, the classroom psychosocial climate can directly and indirectly explain creativity through resilience.The rich environment of the classroom together with the intimate relationship and authoritative teacher in the application of exploratory education and improving creativity has important implications for teachers and school counselors.