A Systematic Review of Creative Self-Efficacy Literature in Education

Abstract

In this article we reviewed literature related to creative self-efficacy in the field of education. We narrowed down the review to eighty-eight articles. We formed categories according to (1) publication year, (2) country of study, (3) sample/study group, (4) method used, and ( 5) subject matter addressed. The first study was published in 2004. The frequency of publications increased in the last three years. USA, China, and Taiwan are the leading countries in terms of origin of published articles. Except four inter-cultural studies, all others were conducted in a single country. About half of the studies were conducted with K-12 students and teachers, and the remaining focused on higher education students and instructors. Mostly quantitative methods have been utilized. Lastly, we categorized the issues tackled into nine themes. Researchers gave a heavy emphasis on investigating creativity/creativity indicators, individual/environmental factors and less emphasis on academic performance in relation to creative self-efficacy.

External Factors and Endogenous Elements Fostering Critical Thinking of Tertiary EFL Learners in China: A Grounded Theory Study

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“…There are several creative self-beliefs, but studies involving creative personal identity (CPI) and creative self-efficacy (CSE) stand out, these being the two most researched in the last decade (Haase et al, 2018;Karwowski & Lebuda, 2016;Unal & Tasar, 2021). CPI involves the feeling that creativity is a significant element of the individual's self-description, as well as the value the subject attributes to creativity (Barbot & Heuser, 2017;Plucker et al, 2019).…”