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Creativity: The Effectiveness of Teacher–Student Conflict

Author

Listed:
  • Ruoying Xie

    (School of Media & Communication, Shanghai Jiao Tong University, Shanghai 200240, China)

  • Jinzhang Jiang

    (USC-SJTU Institute of Cultural and Creative Industry, Shanghai Jiao Tong University, Shanghai 200240, China)

Abstract

This study examines the effectiveness of different types of teacher–student conflict in promoting students’ creativity in universities. Previous studies mainly focused on the negative effects of conflict; few examined its positive effects. Teacher–student conflict in university classes can take many forms; however, there are no clear definitions of the various types of such conflict. This study classified teacher–student conflict as understanding conflict, process conflict, and relationship conflict, and we used this classification to extend prior research by revealing the beneficial impacts of teacher–student conflict on students’ creativity. We empirically examined the relationship between teacher–student conflict and students’ creativity. The hypotheses were supported by using data from questionnaires completed by 2009 students at 17 American universities. We then conducted a hierarchical regression analysis of the data using structural equation modeling. The findings indicate that understanding conflict and process conflict had significant positive effects on students’ creativity, whereas relationship conflict had a significant negative effect on students’ creativity. This study thus revealed the positive effect of teacher–student conflict in university classes and suggests encouraging conflict (understanding conflict and process conflict) as a unique teaching method to stimulate students’ creativity.

Suggested Citation

  • Ruoying Xie & Jinzhang Jiang, 2022. "Creativity: The Effectiveness of Teacher–Student Conflict," IJERPH, MDPI, vol. 19(3), pages 1-10, January.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:3:p:1628-:d:739499
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    References listed on IDEAS

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