The relationship among creative (Mis) fit, college culture, creative and academic self-efficacy

Çayirdağ, Nur

doi:10.5897/err2016.2828

Cited by 5 publications

(5 citation statements)

References 53 publications

(49 reference statements)

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“…High mean scores of personal and environmental dimensions and the fit between the two dimensions indicate high capacity or probability for creative expression and accomplishment. The Cronbach's alpha coefficients were .84-.87 and .83-.90 for personal and environmental dimension, respectively (Cayirdag, 2016;Sen et al, 2014). In the current study, the Cronbach's alpha coefficient was .88 and .87 for personal and environmental dimension.…”

Section: Measurementsmentioning

confidence: 95%

“…Only Sen et al (2014) and Cayirdag (2016) applied PEFSC in the Turkish population and culture. Therefore, we aim to further examine the convergent, discriminant, and incremental validities of PEFSC in the current study.…”

mentioning

confidence: 99%

“…The weak correlation between personal dimension and perceived support for innovation, as well as that of between environmental dimension and creative self-efficacy, was expected in reflecting discriminant validity. PEFSC can also be used to divide individuals into fit and misfit categories (Cayirdag, 2016;Sen et al, 2014). In the fit category, the participants had equal levels of personal characteristics and perceived environmental factors.…”

mentioning

confidence: 99%

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Convergent, Discriminant, and Incremental Validities of Person–Environment Fit Scale for Creativity in Predicting Innovative Behavior

Duan

2018

Journal of Creative Behavior

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This study examined the validity of a 14‐item two‐factor person–environment fit scale for creativity (PEFSC) to measure the personal and environmental components of creativity. A sample of 2,475 participants completed the PEFSC for evaluating the factor structure. For convergent, discriminant, and incremental validities, a subsample (N = 362) completed the creative self‐efficacy scale, support for innovation subscale of the team climate inventory, and innovative behavior measure. Results indicated the two‐factor correlated model showed a better goodness of fit than the one‐factor model. Measurement invariance of PEFSC was observed across different genders and educational groups. Internal consistency reliabilities were satisfactory (α ≥ .87). The personal dimension indicated stronger associations with creative self‐efficacy than with support for innovation, whereas the environmental dimension was related more closely to support for innovation than to creative self‐efficacy. Incremental validity was confirmed by significant and additional explanations from PEFSC in predicting innovative behavior. These results consolidated the application of person–environment fit theoretical framework in creativity research.

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Section: Measurementsmentioning

confidence: 95%

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confidence: 99%

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confidence: 99%

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Convergent, Discriminant, and Incremental Validities of Person–Environment Fit Scale for Creativity in Predicting Innovative Behavior

Duan

2018

Journal of Creative Behavior

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“…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).…”

Section: Research Issues/themesmentioning

confidence: 71%

A Systematic Review of Creative Self-Efficacy Literature in Education

Ünal

Taşar

2021

EURASIA J Math Sci Tech Ed

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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.

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“…However, in typical studies on fit, this is seldom the case. Some research focuses on specific topics such as creativity (Nur, 2016) or demands resulting from technology-enhanced learning (Wang et al, 2020) but without investigating the relationship to broader assessments of perceived fit. Nevertheless, knowing which specific demands and abilities (e.g.…”

Section: Fit Between Demands and Abilitiesmentioning

confidence: 99%

Asking students about their fit with the university: A response surface analysis of demands-abilities fit

Bohndick

Breetzke

Rosman

2022

Active Learning in Higher Education

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Perceived fit of students is one of the most prominent predictors of study success in higher education, but when assessed directly, it provides lots of room for interpretation for the respondents. This is also true for perceived demands-abilities fit (e.g. how do one’s abilities fit with study demands), which has particularly high associations with study success. We, therefore, investigated (1) how students combine demands and abilities when asked about their perceived demands-abilities fit and (2) which demands and abilities they have in mind when asked about their perceptions of fit in an unspecific manner. We obtained data on the perceived fit of N = 595 university students from four German-speaking countries and analyzed them using response surface analysis. The results indicate that (1) perceived demands-abilities fit does not correspond to the congruence of perceived demands and perceived abilities when the latter two are measured separately, but rather reflects a strong linear effect of the abilities. Furthermore, they show that (2) the specific demands and abilities do not influence the way how demands and abilities are combined to a fit score, but that there are differences in the amount of explained variance between the specific demands and abilities. The results speak for a new interpretation of prior findings and challenge the contemporary understanding of perceived fit. For example, perceived fit and self-efficacy might be more closely associated than previously assumed. When striving to enhance perceived fit, practitioners should thus focus on fostering individual abilities and their perceptions.

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The relationship among creative (Mis) fit, college culture, creative and academic self-efficacy

Cited by 5 publications

References 53 publications

Convergent, Discriminant, and Incremental Validities of Person–Environment Fit Scale for Creativity in Predicting Innovative Behavior

Convergent, Discriminant, and Incremental Validities of Person–Environment Fit Scale for Creativity in Predicting Innovative Behavior

A Systematic Review of Creative Self-Efficacy Literature in Education

Asking students about their fit with the university: A response surface analysis of demands-abilities fit

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