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Artykuły—Kreacja—rozwój—aktywnośćartystyczna
sentedinFigure1asModel1b.Itwasverifiedwiththeuseofstructural
equationmodeling.Anotherhypothesiswasformulated:
H3.Thelevelofinterpersonaltrustintheclassroomwillpositively
influencestudents’intrinsicmotivation.
Lastbutnotleast,oneadditionalmodelwasincludedintheanalyses.
Inthismodel,mediatedbyintrinsicanddirectmotivation,wetestedpa-
thsfromcreativeclimatetostudents’creativeself-efficacy.Thismodelis
presentedinFigure1asModel1c.
Method
Participants
ParticipantswerestudentsfromPolishmiddleandhighschools
(N=435);amongthem,40%weremaleand60%werefemale.Partici-
pants’agerangedfrom13to19yearswithM=15.8andSD=1.87.
Measures
Teachers’TransformationalLeadership.Teachers’transforma-
tionalleadershipwasmeasuredwiththeuseofShortScaleofTeacher
Leadership(SSTL;Karwowski,2010).Thisscaleconsistsoftenitems,
ithasasingle-factorstructureandischaracterizedbyhighoverallre-
liability,withα=.87.Itwasdevelopedtoassessthelevelofteachers’
transformationalleadershipasperceivedbythestudents.
SchoolandClassCreativeClimate.SchoolCreativeClimate
Questionnaire(SCCQ)wasusedtomeasurecreativeclimate.SCCQis
a44-item,paper-and-pencilquestionnairewith5-pointLikert-typescale
(rangingfrom“definitelynot”to“definitelyyes”).Itmeasuresthreemain
componentsofclassroomandschoolatmosphere,asperKarwowski’s
(2009a)model.Thecreativeclimateisunderstoodthereasconsistingof
threecomponents:interpersonal(measuredbytrustscale),task(measured
bytaskfreedomscale)anddynamism(measuredbyriskanduncertainty
scale).Inthepresentedresearch,scaleswerecharacterizedbyacceptable
togoodreliabilities:trustα=.70,taskfreedomα=.91anduncertainty
α=.64.Inthisstudy,onlythetrustscalewasusedinfurtheranalyses.
MotivationalOrientations.RevisedPolishversionofAmabileet
al.(1994)WorkPreferenceInventory,developedbyKarwowski(2009d,
