国家战略发展对拔尖创新人才有着强烈需求。学龄前阶段是培养创造力的关键期。幼儿创造性人格的养成是推动个体创造性长期积极发展的内在源动力，对个体的学业和职业成就有重要预测作用。在中国育儿文化视域中，母亲的自我建构往往同孩子的发展结果紧密相联。孩子发展结果的好坏常被母亲视为衡量自身价值和生命意义的重要标准。虽然母亲的价值观念在塑造其养育行为和孩子发展中发挥着重要作用，但目前鲜有研究将母亲以孩子为基础的价值感与幼儿创造性人格的发展联系在一起，对其内在作用机制更是所知甚少。在此背景下，本研究考察了母亲以孩子为基础的价值感与幼儿创造性人格之间的关系，并特别探讨了与创造性相关的养育行为及幼儿气质性特征在其中的作用。首先，基于自我价值权变的领域特定理论、自我决定理论和教养方式的情景模型，本研究构建了母亲以孩子为基础的价值感和幼儿创造性人格的中介模型，特别检验了两种养育实践（成就导向的心理控制与促创造性养育）的潜在中介作用；进而，基于个体特质与环境因素的交互作用模型，本研究还探讨了幼儿行为抑制性如何与上述两种养育实践交互作用而影响幼儿创造性人格。本研究通过方便取样、线上匿名自陈问卷作答的方式，收集到来自248个学龄前儿童家庭的横断数据（孩子平均年龄为4.77±0.86岁，其中女孩占比54.80%），所有数据均由母亲报告。结构方程模型分析结果表明：（1）不论幼儿行为抑制性如何，母亲促创造性养育都在母亲以孩子为基础的价值感与幼儿创造性人格之间发挥中介作用，即，母亲以孩子为基础的价值感通过其与母亲促创造性养育的负向联系进而消极影响幼儿创造性人格。（2）幼儿行为抑制性调节了母亲以成就为导向的心理控制与幼儿创造性人格之间的关系。具体而言，在幼儿行为抑制性较高的条件下，母亲成就导向的心理控制与幼儿创造性人格之间存在正向联系；但在幼儿行为抑制性较低的条件下，母亲成就导向的心理控制与幼儿创造性人格之间的联系并不显著。（3）条件性中介分析进一步发现，在幼儿行为抑制性较高的条件下，母亲成就导向的心理控制在母亲以孩子为基础的价值感与幼儿创造性人格之间起中介作用，即，在该条件下，母亲以孩子为基础的价值感与其以成就为导向的心理控制之间存在正向联系，进而与幼儿创造性人格产生正向联系。上述发现有助于了解在中国文化背景下母亲的价值观念与幼儿创造性发展之间的关系，所发现的中介与调节机制可被视为潜在的干预路径与靶子，这在一定程度上为与幼儿创造性有关的学前家庭教育实践提供了科学启示。

Building a developed country needs the involvements of top-notch innovative talents. Preschool stage is a critical developmental period for cultivating creativity. Children’s formation of creative personality during the early years of life represents one of the key inner driving forces for individuals’ creativity development in the long run. In the perspective of Chinese parenting culture, mothers’ self-construction is closely related to their children’s performance. Children’s development outcomes are often regarded as central criteria by mothers to measure their own value and their life meaning. Although mothers’ parenting-related values play important roles in shaping their parenting behaviors and child developmental outcomes, few studies have explored the relationship between maternal child-based worth and children’s creative personality, especially the mechanisms implicated in this link. Against this backdrop, this study examined the association between mothers’ child-based worth and children’s creative personality, and particularly tested the potential roles of parenting behaviors related to creativity and child temperament characteristics in this association. First, informed by the domain-specific theory of self-worth, self-determination theory and the contextual model of parenting style, this study constructed a mediating model linking maternal child-based worth and preschoolers’ creative personality, in which the potential mediating roles of two maternal parenting practices (i.e., achievement-oriented psychological control and creativity-promoting parenting) were tested. Furthermore, guided by the interaction model of individual traits and environmental factors, this study also explored how child behavioral inhibition, as a key indicator of child temperament, might interact with the two focal parenting practices to shape children's creative personality. This study collected cross-sectional self-report survey data from 248 mothers of preschool children (Mean _age = 4.77 years old, SD = .86, 54.80% girls) by using convenience sampling and anonymous online questionnaires. Results of structural equation modeling analyses demonstrated that: (1) Regardless of the levels of child behavior inhibition, maternal creativity-promoting parenting played a mediating role in the association between maternal child-based worth and children's creative personality (i.e., maternal child-based worth was negatively related to maternal parenting for creativity promotion, which in turn, was positively associated with children's creative personality). (2) Child behavioral inhibition moderated the relationship between maternal achievement-oriented psychological control and children's creative personality. Specifically, under the condition of higher child behavioral inhibition, maternal achievement-oriented psychological control was positively associated children's creative personality; in contrast, the link between maternal achievement-oriented psychological control and children's creative personality was not significant under the condition of lower child behavioral inhibition. (3) Further, the conditional mediation analysis revealed that only under the condition of higher child behavioral inhibition, maternal achievement-oriented psychological control played a mediating role between maternal child-based worth and children's creative personality. That is, under this condition (rather than lower child behavioral inhibition), maternal child-based worth was positively associated with their achievement-oriented psychological control, which in turn was positively related to children's creative personality. In general, the aforementioned findings provide insights about the relationship between maternal child-based worth and children's creativity development during the preschool years and in a Chinese cultural context. The currently identified mediating and moderating mechanisms highlight potential intervention avenues and targets to promote preschooler’s creativity development, which hold unique implications for family education practices that center on the cultivation of child creativity.