Structural Relationships Between Student-Perceived Teacher Authentic Leadership, Students' State Mindfulness and Creative Self-Efficacy: Evidence from Art Students in Taiwan.

This study explores the effect of student-perceived teacher authentic leadership on students’ creative self-efficacy, and the manner in which state mindfulness mediates the relationship. We tested the conceptual model using structural equation modeling (SEM) of data collected from 479 students of art-talent classes in Taiwan. The results revealed that student-perceived teacher authentic leadership and students’ state mindfulness positively predict their creative self-efficacy. Students’ state mindfulness plays a mediating role between perceived teacher authentic leadership and students’ creative self-efficacy. Discussion and implications of the results are presented.