Differences in the influence of aesthetic experience on the innovative behaviors of Thai students and Chinese international students

Abstract

PurposeThe purpose of this study aims to understand if there are any differences in the influence of aesthetic experience and creative self-efficacy on innovative behaviors of Thai students and Chinese international students and whether creative self-efficacy has a mediating effect between aesthetic experience and innovative behavior.Design/methodology/approachThree Thai universities with Chinese international students were selected through purposive sampling. There were 329 valid responses, consisting of responses from 170 Thai students and 159 Chinese students. The data were analyzed by employing multigroup structural equation modeling.FindingsThe analysis of the differences between the students of the two countries shows that the influence of aesthetic experience on creative self-efficacy, as well as the creative self-efficacy on innovative behavior of Chinese international students, is greater than that of Thai students, while the influence of aesthetic experience on innovative behavior of Thai students is greater than that of Chinese international students.Originality/valueThere are some differences between Thai and Chinese students, which could be attributed to their differing environments, cultures and prior learning experiences.

School climate’s effect on hospitality department students’ aesthetic experience, professional identity and innovative behavior

“…Kleebbua and Lindratanasirikul (2021) also found that the learning climate has a significant direct effect on students' innovative behavior (Chang and Yang, 2012). Lussier (2010) stated that the acquisition of aesthetic experience by students is positive for the development of innovative behavior (Chang and Jaisook, 2021). After an individual's digestion, accumulation, and internalization of aesthetic experience, it may boost one's confidence to accept challenges and becomes an essential factor for the emergence of creative behaviors (Davies et al, 2009).…”

“…To be a part of an aesthetic experience, beauty must transcend from its extrinsic to intrinsic values ( Marković, 2012 ). In other words, ugly things can also elicit aesthetic experience ( Eco, 2007 ), and good can be found in bad things ( Chang and Jaisook, 2021 ). Thus, aesthetic experience is not only about viewing extrinsic beauty but also includes personal reflections, attitudes, and moral values ( Garrison, 1997 ; Eaton, 2001 ).…”

“…Therefore, the acquisition of aesthetic experience enhances the professional identity of personal attitudes and values. Aesthetic experience can contribute to the generation of innovative behaviors in students ( Chang and Jaisook, 2021 ), and it is an important concept for sustainable development ( Korpelainen, 2021 ).…”

“…Hospitality and tourism department students’ innovative behaviors are nurtured in school ( Chang, 2018 ), which is an environment that fosters students’ aesthetic experience ( Chang and Jaisook, 2021 ; D’Olimpio, 2021 ). Over time, a supportive learning environment can promote students’ personal and professional identities.…”

A Systematic Review of Creative Self-Efficacy Literature in Education

“…Table 2 shows that studies on the relationship of CSE with creativity/creativity indicators (n=18) and individual/environmental factors (n=16) have the highest frequency among all others (total=88). The former group examined the relationships between CSE and creativity (Broekhoven at al., 2020;Haase et al, 2018); CSE and creative performance (Chang & Jaisook, 2020;Lemons, 2010;Li & Wu, 2011;Paek et al, 2016;Park et al, 2021;Reiter-Palmon et al, 2012;Royston & Reiter-Palmon, 2019); CSE and creative thinking (Anderson & Graham, 2021;Kharkhurin, 2017 (Beghetto, 2009). At the same While examining the studies on personal characteristics, we found that Karwowski (2016) analyzed the changes occurred in 6 months (short-term) and 20 months (medium-term) periods in CSE and Review of the studies that examined the relationships between CSE and environmental factors revealed that studies investigated the effects of parents (Gralewski & Jankowska, 2020;Liang & Yuan, 2020), peers (Karwowski, 2015;Liu et al, 2016), and personenvironment fit (Cayirdag, 2016).…”