- Research Article
- 10.1016/j.actpsy.2026.106296
Learning to launch: Classroom climate, feedback, narrative therapy, and the development of entrepreneurial creativity in college.
- Mar 01, 2026
- Acta psychologica
- Zhang Caichan + 1 more +1
This study examines how classroom climate and feedback quality/internalization shape the development of entrepreneurial creativity among undergraduates in China, and whether narrative re-authoring practice amplifies this process. We surveyed students enrolled in entrepreneurship courses across four innovation ecosystems-Shenzhen, Hangzhou, Wuhan, and Xi'an-and paired surveys with expert ratings of artifact novelty and usefulness across course milestones. After distributing 634 questionnaires, 496 valid responses were retained (in-person proctoring; tokenized QR to prevent duplicates). Established, Chinese-adapted scales showed strong measurement quality (loadings ≥0.70; α=0.84-0.92; CR=0.89-0.94; AVE=0.61-0.71; SRMR=0.058; HTMT <0.85). Using SmartPLS 4 with 5000 bootstrap resamples, we found that supportive classroom climate directly promoted entrepreneurial creativity development (β=0.12, p=.009) and strongly enhanced feedback quality/internalization (β=0.58, p<.001). Feedback quality/internalization, in turn, predicted creativity growth (β=0.41, p<.001). The indirect effect of classroom climate on entrepreneurial creativity via feedback was significant and substantial (β_indirect=0.24, p<.001; partial mediation), and narrative re-authoring practice positively moderated the feedback→creativity path (β=0.09, p=.007). Framed by Self-Determination Theory and the Componential Theory of Creativity, the findings identify an actionable mechanism-ignite motivation with climate, steer progress with high-quality feedback, and stabilize iteration with narrative practice-offering theory-driven guidance for scaling China's innovation-oriented entrepreneurship education.
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