Vincent van Gogh got a lot of support from his brother Theo.  V. v Gogh was poor and sick. Many artists enjoy being alone in order to be creative so it is not a must to get support but it helps of course whether you are an artist or not. 

https://en.wikipedia.org/wiki/Theo_van_Gogh_(art_dealer)

During my PhD study I developed 15 principles to enhance group creativity. See my website  www.handstorm.nl  

www.handstorm.nl

There is a large literature pointing to exactly which supports (e.g., resources, autonomy) AND which barriers (e.g., evaluation) have an impact on creativity. Witt, Amabile, and probably 5-6 others have described (in the CREATIVITY RESEARCH JOURNAL) the impact of supports AND offered ways to measure them in organizations, the home, the community, and the schools. My own modest study, with Keith Campbell, Selcuk Acar, et al., found an impact of social supports for various measures of creativity--described in detail in the 2016 article in the journal, BUSINESS CREATIVITY AND THE CREATIVE ECONOMY. Our measure of supports and barriers was based on a large scale review of the creativity literature.  Please send me email if you would like to see the measure of supports/barriers we used.  All of that being said, it is also clear that there are individual differences (Runco, 2014) such that what is interpreted as a support or barrier is based on interpretation by the individual. 

In an evolutionary perspective, the creativity of an animal species is measurable via the new conduct by which it confronts changes in its environment. A possible natural genealogy of creativity can be reconstructed starting from the large differences in behavior between the animal species. Indeed, while some species display more rigid, stereotypical and instinctive behavioural repertoires, others are more plastic and flexible when faced with a novelty and ecological limits.

The game, which is primarily a activity of mammalian, strongly stimulates cerebral activity. During childhood, in particular, outdoor games intensify physical, emotional, affective and cognitive experiences. In fact, among the most important functions of the game there is the stimulation of the development of the brain and, consequently, of the cognitive activities. The positive relationship playing/brain also explains why cognitive growth is so rapid during the phase of infancy. Not by chance the entire species of mammals in preadolescence has an exponential growth of the game and of the brain demonstrated by an exceptional development of neuronal networks, with the resulting increase in cerebral performances.

Thanks for the inputs and sharings.

My exploratory study on adolescents shows that perceived social support has a positive effect on self-rated creativity after controlling for the effect of creative self-efficacy. 

We are investigating the underlying mechanism of the relationship.

A great deal depends on your self-report measure of creativity. Those can be good but also are sometimes short or limited.  Also, was there a direct relationship between creative self-efficacy and self-reported creativity? Probably, given that this relationship has been supported in earlier research.  One interpretation is that there are different paths to creative behavior, one relying on creative self-efficacy, but another independent one relying more on outside support. If I may ask yet another question, however, it would also be good to know if you controlled for method variance. You have perceived social support, self-reports of creativity, and creative self-efficacy. Aren't those all self-reports? Might be method variance.