Self-efficacy in creativity and curiosity as predicting creative emotions

Abstract

Self-efficacy constructs could predict students’ practices and affect in learning the sciences. Researchers have pointed at such constructs as predictors of students’ mathematics achievement and performance. Self-efficacy was also studied as predictor of emotions in learning mathematics, though little research has done so regarding self-efficacy as predictor of creative emotions. Another predictor of creative emotions could be curiosity. The present study has a regression-based modelling design, where it examined whether a set of constructs of self-efficacy in creativity or/and a set of constructs of curiosity predict significantly creative emotions in mathematical problem solving. Five hundred Grade 8-10 students participated in the study. Data were collected using three self-report questionnaires that measured the research constructs. Data analysis used SPSS 21. Results from multiple regression indicated that the set of constructs of self-efficacy in creativity explained significantly 29.6% of the variance in creative emotions. Moreover, the set of constructs of curiosity explained 17.8% of the variance in creative emotions. Furthermore, three of the five independent variables had best prediction of creative emotions, explaining 32.9% of the variance in creative emotions. The results of the stepwise regression showed that self-efficacy in originality and stretching curiosity were the first two variables in a set of three variables that best explained the variance in creative emotions. The research results lead to the recommendation of developing the previous two constructs in classroom setting to cultivate students’ creative emotions and thus their creative practices.

A Blended Approach to Inquiry-Based Learning Using the Example of the Interdisciplinary Course of BIM in Spatial Management Studies: A Perspective of Students and Professor

“…A high response rate appeared with creativity'. This, in turn, confirms that curiosity triggers creativity [42], while obedience and conformity suppress it. Question six referred to the proposed process that was discussed and adopted at the outset as a classroom formula: "Do you agree with the statement: "A learning process based on presenting 'how to learn', proposing a topic, choosing a topic, orientating to the topic, conceptualising, exploring, experimenting, drawing conclusions, reflecting and describing one's own work has a number of benefits."…”

“…A high response rate appeared with creativity'. This, in turn, confirms that curiosity triggers creativity [42], while obedience and conformity suppress it. Question seven asked about the skills gained or developed during the course.…”

The Effect of Curiosity on Mathematical Creativity

“…The results of this research contributed to developing the results of previous research on curiosity [1], [4], [8], [10]- [12]by showing that curiosity is correlated with one's mathematical creativity and also curiosity has a positive effect on students' mathematical creativity. The effect of curiosity on students' mathematical creativity is 43%.…”

“…The importance of this curiosity causes various researchers to be interested in exploring further curiosity. Previous research explored the effect of self-efficacy in creativity and curiosity on creative emotions [8]. The results showed that self-efficacy in creativity had an effect of 29.6% on creative emotions and self-efficacy in curiosity had an effect of 17.8% on creative emotions.…”

Mathematics learning orientation: Mathematical creative thinking ability or creative disposition?

“…In contrast, fondness for challenges is defined as the behavioral tendency to seek out a plethora of potential solutions actively, resourcefully explore materials to solve problems, and love mathematical challenges (Grégoire, 2016;Rabi & Masran, 2016). Curiosity is defined as the behavioral tendency to question, engage in novel activities, be interested in mysteries, an attraction to puzzles, and eagerness to embrace novel experiences (Aizikovitsh-Udi & Amit, 2011; Daher et al, 2021;Ennis, 1993;Herwin & Nurhayati, 2021;Kashdan et al, 2018;Suhirman et al, 2021;Tan et al, 2021). Imagination is defined as a behavioral inclination encompassing the capacity to conjure and fashion mental imagery, envision scenarios that transcend existing realities and traverse domains that extend beyond the sensory perception (Jagals & van der Walt, 2019;Kanoknitanunt et al, 2021;Turan & Dişçeken, 2019).…”