The present study aimed to investigate the relationship among self-construal, achievement goals, and creativity. A total of 464 junior high school students (mean age = 12.81 years; 44.2% male; 51.8% in seventh grade; and 48.2% in eighth grade) completed the Self-Construal Scale, Goal Orientation Scales, Divergent Feeling Scale, and Kirton’s Adaption–Innovation Inventory. Correlation analyses showed that two types of self-construal were positively correlated with mastery goals, performance-approach goals, and creativity indexes (i.e., creative personality and innovative cognitive style); in addition, mastery goals and performance-approach goals were positively correlated with both creativity indexes, while performance–avoidance goals were positively correlated only with creative personality. Structural equation modeling revealed that independent self-construal positively predicted creativity; moreover, both independent self-construal and interdependent self-construal positively predicted mastery goals, and mastery goals positively predicted creativity, which suggests that both types of self-construal show positive indirect prediction for creativity through the mediation of mastery goals. In general, self-construal could predict creativity through achievement goals.

中文翻译：

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成就目标和创造力：作为先行者的自我解释

本研究旨在调查自我建构、成就目标和创造力之间的关系。共有 464 名初中生（平均年龄 = 12.81 岁；44.2% 男性；7 年级 51.8%；8 年级 48.2%）完成了自我构念量表、目标取向量表、发散感觉量表和柯顿适应——创新清单。相关分析表明，两类自我构念与掌握目标、绩效方法目标和创造力指标（即创造性人格和创新认知风格）呈正相关；此外，掌握目标和绩效接近目标与这两个创造力指数呈正相关，而绩效回避目标仅与创造性人格呈正相关。结构方程模型显示，独立的自我构想正向预测创造力；此外，独立自我构想和相互依赖的自我构想都正向预测掌握目标，而掌握目标正向预测创造力，这表明两种类型的自我构想都通过掌握目标的中介对创造力进行正向间接预测。一般来说，自我解释可以通过成就目标来预测创造力。