Abstract—Teachers' Implicit theories of creativity affect cultivation of students' creativity. This study aimed to investigate Chinese teachers' implicit theories of creativity in international schools in Chinese mainland by comparing the effect size with the previous research data. Results showed that there are mixed patterns of implicit theories in cross-cultural groups. Mixed patterns can be further divided into Native, Westernized, Continuous, Mutational, and Common patterns. Combined with individual interviews, this study further analyzes the deep reasons for the formation of the mixed patterns of implicit theories in cross-cultural groups from the perspectives of creative thinking and creative personality, and finds that school evaluation methods and the definition of students' achievements affect teachers' implicit theories of creativity. 
 

Index Terms—Implicit theories of creativity, Context of cross-cultural communication, Mixed patterns, Effect size, Adjective Rating Scale (ARS)

Cite: Shan Huang and Baoling Yang, "A Comparative Study on Chinese Teachers' Implicit Theories of Creativity in the Context of Cross-cultural Communication," International Journal of Learning and Teaching, Vol. 7, No. 1, pp. 20-24, March 2021. doi: 10.18178/ijlt.7.1.20-24