The relationship between parenting styles and female students intellectual risk-taking with the mediating role of creative self-efficacy

The purpose of this study was to investigate the mediating role of creative self-efficacy in the relationship between parenting styles and intellectual risk-taking. The method of the research was descriptive-correlational using a structural equation modeling. The statistical population of this research was made up of all the female students of the second secondary level in the 4th district of Tehran, of which 341 students were selected by random cluster sampling method. Research instruments included questionnaires of Plopa parenting styles, Karwowski et al. creative self-efficacy and Beghetto intellectual risk-taking. The results of the structural equation modeling indicated that acceptance and autonomy support had a significant positive effect on creative self-efficacy and cognitive risk-taking (p<0.01). The effect of excessive protecting on creative self-efficacy and intellectual risk-taking is negative and significant (p<0.01). The effect of excessive demands on creative self-efficacy (p<0.05) and intellectual risk-taking (p<0.01) was negative and significant. The mediating role of creative self-efficacy in the effect of acceptance and autonomy support on intellectual risk-taking was positive and significant. The mediating role of creative self-efficacy in the effect of excessive protecting and excessive demands on intellectual risk-taking was negative and significant (p<0.05). It can be concluded that parenting styles play an important role in the creative self-efficacy and intellectual risk-taking of female students, and emphasize the need for parents to be aware of the correct parenting methods for the academic success of students.
Keywords: parenting styles, creative self-efficacy, Intellectual risk-taking, acceptance, excessive demands.
Extended abstract
Introduction: One of the primary objectives of educational systems is to cultivate students' capacity for scientific reasoning (Chinn & Malhotra, 2002; Willemsen et al., 2023). A fundamental attribute of effective scientific reasoning is the propensity to engage in intellectual risk-taking. Every experiment inherently carries the risk of failure, and scientific hypotheses are always open to the possibility of non-verification. Therefore, enhancing students' scientific reasoning skills entails fostering their willingness to undertake intellectual risks. This can be achieved by encouraging them to articulate experimental ideas, pose questions, test innovative procedures and strategies (Tan et al., 2023; Beghetto, 2009). Intellectual risk-taking is shaped by a multitude of factors, as highlighted in the literature. Key influences include students' prior experiences and educational backgrounds (Tan et al., 2023; Gezer, 2023), cultural contexts (Gutiérrez & Rogoff, 2012), and specific contextual elements such as the design of learning activities and assignments. Additionally, family dynamics play a significant role (Akdağ & Köksal, 2022; Kuhn, 2022). Students’ personal beliefs, including their self-efficacy and perceptions of teacher support, are also critical determinants of their willingness to engage in intellectual risk-taking (Tan et al., 2023; Beghetto, 2009). Despite the recognition of these various factors, the current understanding of their individual relationships with intellectual risk-taking among students remains limited and underexplored. Further research is needed to elucidate these connections comprehensively. Additionally, Intellectual risk-taking plays a pivotal role in fostering a positive attitude toward learning and education among female students. By encouraging this trait, girls are better equipped to navigate emerging challenges and seize future employment opportunities. Therefore, prioritizing the cultivation of Intellectual risk-taking in female students not only enriches their educational experiences but also contributes to a brighter future across various social and professional domains. Accordingly, the main objective of the present study is to elucidate the relationship between parenting styles and intellectual risk-taking among female students, with the mediating role of creative self-efficacy.
Materials & Methods: The research employed a descriptive-correlational methodology utilizing structural equation modeling. The study's statistical population consisted of female students in the second secondary level from the 4th district of Tehran. A total of 341 students were selected through a random cluster sampling technique. The research instruments comprised three key questionnaires: Plopa's Parenting Styles Questionnaire, the Creative Self-Efficacy Scale developed by Karwowski et al., and Beghetto's Intellectual Risk-Taking Scale. The Pearson correlation coefficient and structural equation modeling method were employed for data analysis using SPSS-24 and AMOS-24 software.
Discussion & Result: Initially, the descriptive statistics of the study variables, including mean, standard deviation, skewness, and kurtosis, were examined. The results indicated that the absolute values of skewness and kurtosis for all variables were less than one. Consequently, the assumption of normality for structural equation modeling was confirmed. The findings structural equation modeling showed that the effect of acceptance and autonomy support on creative self-efficacy and intellectual risk-taking is positive and significant (p<0.01). The effect of excessive protecting on creative self-efficacy and intellectual risk-taking is negative and significant (p<0.01). The effect of excessive demands on creative self-efficacy (p<0.05) and intellectual risk-taking (p<0.01) is negative and significant. The effect of lack of consequence on creative self-efficacy and intellectual risk-taking is not significant. The mediating role of creative self-efficacy in the effect of acceptance and autonomy support on intellectual risk-taking is positive and significant. The mediating role of creative self-efficacy in the effect of excessive protecting and excessive demands on intellectual risk-taking is negative and significant (p<0.05). The mediating role of creative self-efficacy in the effect of lack of consequence on risk-taking is not significant. The goodness-of-fit indices for the tested model demonstrate a favorable overall fit. The Root Mean Square Error of Approximation (RMSEA) was calculated at 0.062, falling within the acceptable range. Additionally, other fit indices, including the Comparative Fit Index (CFI) at 0.999, the Goodness-of-Fit Index (GFI) at 0.996, the Normed Fit Index (NFI) at 0.99, and the Adjusted Goodness-of-Fit Index (AGFI) at 0.95, all indicate excellent model fit.
Conclusion: The research findings underscore the significant impact of parenting styles on the creative self-efficacy and intellectual risk-taking behaviors of female students. Additionally, the results highlight the importance of parental awareness regarding effective parenting practices to promote the academic success of their children. Given that the findings indicate a positive relationship between the parenting style of acceptance and support for independence with creative self-efficacy and intellectual risk-taking among students, these styles can be recommended to parents and educators as a model associated with more adaptive outcomes. Consequently, it is suggested that parents and teachers create an environment where students feel comfortable expressing their ideas and thoughts without fear of judgment or criticism. Additionally, supporting students in exploring their personal preferences and opinions, as well as encouraging their participation in decision-making and problem-solving, will assist them in developing greater intellectual risk-taking abilities. Furthermore, instead of focusing on mistakes, educators and parents should identify and encourage cognitive and creative successes and efforts. This approach will help students feel valued and increase their motivation to engage in intellectual risk-taking. In addition, given the positive relationship between creative self-efficacy and intellectual risk-taking, it is recommended that parents and teachers assist students in achieving a high sense of competence through appropriate educational and developmental methods, while avoiding the belief in their own incompetence. Having a sense of competence and belief in their creative abilities enables adolescents to develop a positive evaluation of their capabilities and envision their future with growth and success. High self-efficacy leads them to perceive that they can shape a desirable future for themselves. Additionally, teachers should design the learning environment in such a way that mistakes are perceived as opportunities for learning. Establishing a positive culture regarding errors and focusing on successes can motivate students to engage in greater intellectual risk-taking.