The Mediating and Buffering Effect of Creativity on the Relationship Between Sense of Place and Academic Achievement in Geography

作者：Jianzhen Zhang, Jiahao Ge, Yuting Ma, Ziyang Wang, Yuyao Yu, Xiaoyu Liang, Zhenni An, Yanhua Xu · 发表于：Frontiers in Psychology · 年份：2022 · DOI：10.3389/fpsyg.2022.918289 · 被引用次数：8 · 研究领域：Outdoor and Experiential Education、Indigenous and Place-Based Education、Geography Education and Pedagogy

Purpose: This study explored the relationship between sense of place and academic achievement in geography and used a mediation model to verify the mediating role of creativity in this relationship. Methods: . SPSS (version 26.0) was used for descriptive statistical analysis and correlation analysis. The PROCESS plug-in (version 4.0) was used to test the mediating effect of creativity. Results: (1) The correlation analysis showed that sense of place has a positive effect on academic achievement in geography and is related to creativity. Moreover, creativity exerts a positive effect on academic achievement in geography (2). The results of mediation analysis indicated that creativity plays mediating and buffering roles in the relationship between sense of place and academic achievement in geography after controlling for gender and residential address. The direct and indirect effects accounted for 65.708 and 34.292% of the total effect, respectively. Conclusions: The results indicated that sense of place affected not only academic achievement in geography directly but also creativity indirectly. This conclusion provides certain ideas for the development of geography curriculums. Since academic achievement in geography is related to both sense of place and creativity, it is necessary to pay more attention to integrating sense of place in geography education and to foster creativity in curriculum development and teaching of geography.