What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity

Huang, Xianhan; Lee, John Chi‐Kin; Yang, Xiaoping

doi:10.1016/j.tate.2019.04.017

Cited by 52 publications

(52 citation statements)

References 64 publications

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“…The third is the empirical study of creative teaching. This field mainly focuses on the teaching process of teachers, to explore teachers' beliefs, factors affecting creative teaching, and to analyze teaching strategies and evaluation methods in creative teaching (Huang and Shen, 2012;Huseyin et al, 2014;Huang et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

et al. 2020

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Objectives: To explore the influence of different background factors on middle school PE teachers' self-efficacy, work input and creative teaching, and to reveal the relationship between teaching self-efficacy and work input on creative teaching. Methods: By means of self-efficacy, work engagement and creative teaching scale, a questionnaire survey was conducted among middle school PE teachers, and the data were processed and modeled by SPSS and AMOS statistical analysis software. Results: Physical education (PE) teachers' self-teaching effectiveness was influenced by background factors such as gender, age, teaching age, full-time or part-time work and educational level. Work input was only affected by age, teaching experience and educational level, while creative teaching seemed to be only related to background factors such as educational background and full-time or part-time work; PE teachers' general teaching effectiveness and personal teaching effectiveness had significant positive effects on energy input, concentration input, dedication input, cognitive creativity, skill creativity and emotional creativity; Concentration input had a significant positive impact on the three-dimensional of creative teaching, while energy input and dedication input had no impact on the three-dimensional of creative teaching; Work input as an intermediary variable of self-efficacy's influence on creative teaching had been verified, but the real intermediary role was not the whole work input, but the concentration input in its structure. Conclusion: Both general and individual teaching effectiveness had positive effects on work input and creative teaching, but the energetic and dedicated input in work input cannot promote teachers' creative teaching effectively. Therefore, the professional ethics training of PE teachers in their enthusiasm and dedication to work should be strengthened.

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Section: Introductionmentioning

confidence: 99%

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

et al. 2020

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“…In the era of mass entrepreneurship and innovation, classroom teaching in school is facing enormous challenges. In addition to basic teaching tasks, it is necessary to adopt a variety of teaching designs to cultivate students' innovative awareness and thereby to change the stiff and inflexible traditional teaching model (Gu, 2018;Huang et al, 2019a). Creativity is a crucial element of education (Liu and Chang, 2017), From the definition of creativity, some scholars (Soh, 2000;Beaird et al, 2018) pointed out that creative teaching is that teachers conceive, design, and use novel teaching orientations, methods, or activities to adapt to students' mental development and stimulate students' motivation to learn, so as to obtain the best teaching effect.…”

Section: Introductionmentioning

confidence: 99%

“…Personality traits are an inherent tendency, representing the uniqueness of each individual, and have a sustained and stable influence on individual behavior and thoughts (Satchell et al, 2017). Empirical research shows that of all the variables that affect creativity, personal factors are the most explanatory, and the creative people often possess certain specific personality traits (Fajkowska and DeYoung, 2015;Huang et al, 2019a). Frith et al (2019) and other scholars have pointed out that teachers with excellent scientific competition achievements have many personality traits and abilities, such as broad interests, away from prejudice and outdated methods, and creativity-related cognitive skills, which are conducive to innovation.…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Personality Traits, Resilience, School Support, and Creative Teaching in Higher School Physical Education Teachers

2020

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The investigation has been carried out on the status quo of higher school physical education teachers' personality traits, resilience, and creative teaching status. The exploratory and confirmatory factor analyses, combined with multiple stratified linear regression analysis, were used to verify the data obtained by the structure model. The results show that (1) among the big five personality traits, excepting conscientiousness, the rest of the four dimension personality traits have different influences on creative teaching; (2) extraversion, agreeableness, and openness can produce an intermediary effect on innovative teaching through different dimensions of resilience; (3) the school support has a positive influence on five aspects of the creative teaching; and (4) problem cognition and empathy in resilience play a multilevel role of mediating effect and are regulated variables as well. The findings of the present study revealed that the key to success to creative teaching is to understand teachers' personality traits, pay attention to the resilience of the development of teachers' creative teaching, and provide required support; the higher the awareness of the problem and the degree of school support in the resilience was, the higher the problem solving and the higher degree of teaching in the creative teaching tended to be.

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“…ER is also an effective source to reduce procrastination and increase PWB and LS (Benita, Benish-Weisman, Matos & Torres, 2020;Huang, Lee & Yang, 2019;Katana, Röcke, Spain & Allemand, 2019; Sirois, Nauts, Scholars also noted a negative relationship between procrastination and PWB. This result was consistent with those of the previous studies (Grunschel, Schwinger, Steinmayr & Fries, 2016).…”

Section: Discussionmentioning

confidence: 99%

Mediation Role of Emotion Regulation Between Procrastination, Psychological Wellbeing, and Life Satisfaction in the Elderly

Nouri

Asheghi

et al. 2021

PCP

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Objective: Successful and healthy aging is the most critical outcome and policy of decisions in the elderly population. Paying attention to the elderly as well as their life satisfaction and wellbeing can be beneficial for this stratum. Among the influencing characteristics of successful aging and life satisfaction in the elderly is their ability to having active social relationships and feeling useful. Accordingly, the ability to regulate emotions can affect wellbeing and life satisfaction and reduce procrastination in the elderly. Therefore, the present study aimed to investigate the relationship between procrastination, Psychological Wellbeing (PWB), and Life Satisfaction (LS) mediated by Emotion Regulation (ER) in the elderly. Methods: The study participants included 260 elderly in Tehran City, Iran, who were selected by convenience sampling method. The research tools included the Satisfaction With Life Scale (SWLS), Ryff’s Psychological Wellbeing (PWB) Scale, the Tuckman Procrastination Scale (TPS), and the Emotion Regulation Questionnaire (ERQ). Results: The obtained results signified the mediating role of ER in the direct and indirect relationship between procrastination and LS, and enhanced PWB in the explored elderly. Structural equation modeling analyses data demonstrated the fit of the proposed model. Conclusion: Solutions can be provided to reduce procrastination and increase offer skills in the elderly; accordingly, their LS and PWB could be improved by practical training and holding workshops in this respect.

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What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity

Cited by 52 publications

References 64 publications

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

The Relationship Between Personality Traits, Resilience, School Support, and Creative Teaching in Higher School Physical Education Teachers

Mediation Role of Emotion Regulation Between Procrastination, Psychological Wellbeing, and Life Satisfaction in the Elderly

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