Consultation-oriented teacher support and student innovation literacy: a structural model.

However, the path from intrinsic motivation to innovation behavior ( β = 0.18, t = 2.0, p < 0.05) and those from cognitive load to innovation outcomes (CL2 → IS2: β = −0.18, t = −2.1, p < 0.05; CL3 → IS3: β = −0.16, t = −1.9, p < 0.05) were only marginally significant, suggesting that the influence of motivation weakens as it moves from psychological and cognitive processes to observable innovative action.

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