Teacher support, peer support, and art creativity: the mediating roles of learning interest and self-efficacy

This study supported a dual-path multiple mediation model based on Creativity Component Theory, showing that external support from environment has a direct associative effect on art creativity, and also produces indirect effects by linking interest and enhancing self-efficacy. In addition, the qualitative analysis supplemented the understanding of how social support exerts associative patterns in art education. Given that this study adopted a cross-sectional design, all findings should be interpreted as associative rather than causal inferences.