Do award-winning experiences benefit students' creative self-efficacy and creativity? The moderated mediation effects of perceived school support for creativity

Chang, Shu-Hsuan; Wang, Chih Lien; Lee, Jing Chuan

doi:10.1016/j.lindif.2016.09.011

Cited by 49 publications

(28 citation statements)

References 37 publications

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“…It is well established that self‐efficacy develops under the influence of previous successes—mastery experiences in Bandura's () model. In the specific case of creativity, these mastery experiences may take the form of observable achievements (Karwowski, Kaufman, Lebuda, Szumski & Firkowska‐Mankiewicz, ), successes in competitions (Chang, Wang & Lee, ), or more little‐c‐like creative solutions (Kaufman & Beghetto, ). Such achievements are caused by a large number of individual and social factors—creative ability (Kim, ), intelligence (Karwowski et al., ), openness to experience (Kaufman, ; Kaufman et al., ), to name but a few.…”

Section: Critical Thinking Disposition and Cscmentioning

confidence: 99%

Critical Thinking Disposition and Scientific Creativity: The Mediating Role of Creative Self‐Efficacy

Qiang

Han

Guo

et al. 2018

Journal of Creative Behavior

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This study explores the relationship between critical thinking disposition and scientific creativity and examines the hypothesized mediating role played by creative self‐concept (trait‐like creative self‐efficacy). A large sample (N = 1,153) of Chinese high school students filled the Critical Thinking Disposition Inventory and revised trait‐like creative self‐efficacy scale, and then solved Scientific Creativity Test for Adolescent. Structural equation modeling has demonstrated that students’ critical thinking disposition was positively related to their creative self‐concept and scientific creativity, and creative self‐concept fully mediated the link between critical thinking disposition and scientific creativity. We discuss these findings in terms of the hypothetical role played by creative self‐concept for creative functioning.

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Section: Critical Thinking Disposition and Cscmentioning

confidence: 99%

Critical Thinking Disposition and Scientific Creativity: The Mediating Role of Creative Self‐Efficacy

Qiang

Han

Guo

et al. 2018

Journal of Creative Behavior

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“…The encouragement or intrinsic motivation and socio-economy status (such as the availability of learning sources at home) can support the creativity, though it was found that this only influence students' creativity in the early stage of their age while the development of creativity in the next stage is highly influenced by social environment where the students live (Thoring, Desmet, & Badke-Schaub, 2018). It was found that students who were supported by their school in enhancing their creativity have higher self-efficacy and found to be more creative (Chang, Wang, & Lee, 2016).…”

Section: Creativity Definitionmentioning

confidence: 99%

Systematical Review and Exploration of the aspect of Creativity in the Context of Education

Tae

Ramdani

Prakoso

et al. 2018

ICEAP Proceeding Book Vol 1

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The success of learning in school is determined by the ability to find and use effective learning strategies or in this case the term creativity is used. Creativity is not only an important element in solving a problem but also an indicator that individuals have Higher Levels of Excellence Functions in a good category. The existence of creativity character is one of the issues that has not been widely discussed and realized in the context of education, especially in creating an effective learning process. This is partly due to the lack of comprehensive understanding, knowledge and awareness of the images and activities of learning based on creativity. A systematical review approach is used in this study by reviewing and exploring as many as 450 scientific articles based on the results and analysis of three experts who participated in the study. The results of the study show that creativity has a specific model based on aspects of definition, characteristics of creative subjects, supporting factors, inhibiting factors, the domain of creativity and creativity strategies in the school. Furthermore, creativity is also a significant character and has a particular model for students, teachers, and for the school principal.

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“…The concept of perceived self-efficacy is highly related to cognitive motivation (Bandura, 1989;Hsia, Huang, & Hwang, 2016), digital or ICT literacy (Prior, Mazanov, Meacheam, Heaslip, & Hanson, 2016;Rohatgi, Scherer, & Hatlevik, 2016), creativity (Chang, Wang, & Lee, 2016), and critical thinking (Gloudemans, Schalk, & Reynaert, 2013). In the series of his work, Bandura (1989) proposed four essential antecedents to promote self-efficacy, which are enactive mastery, vicarious modeling, verbal persuasion, and sense of arousal (Bandura, 1982(Bandura, , 1989(Bandura, , 1986.…”

Section: Perceived Self-efficacymentioning

confidence: 99%

Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis

Lin

Chiu

2019

EURASIA J MATH SCI T

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This study, which is rooted in design thinking, explores how participants in both academia and industry settings vary in their perceived self-efficacy in critical thinking after using online training units with information and communication technologies (ICTs). Based on the quasi-experimental pre-post research design with stratified sampling, the researchers completed an empirical validation administered to 739 research participants with a valid return of 75%. Perceived self-efficacy increases critical thinking skills. Therefore, the research indicates that enactive mastery of domain knowledge is directly influenced by vicarious modeling and sense of arousal. In addition, it is indirectly influenced by verbal persuasion. The three determinants tend to be equally performed. However, vicarious modeling is of high importance compared to verbal persuasion and sense of arousal. Related to the training practices and effectiveness assessment, the research finding is aligned to the issues of training transfer and talent development in bridging academic candidates to industry professionals.

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Do award-winning experiences benefit students' creative self-efficacy and creativity? The moderated mediation effects of perceived school support for creativity

Cited by 49 publications

References 37 publications

Critical Thinking Disposition and Scientific Creativity: The Mediating Role of Creative Self‐Efficacy

Critical Thinking Disposition and Scientific Creativity: The Mediating Role of Creative Self‐Efficacy

Systematical Review and Exploration of the aspect of Creativity in the Context of Education

Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis

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