Creative Self-Efficacy: Correlates in Middle and Secondary Students
This study examined correlates of creative self-efficacy (i.e., self-judgments of creative ability) in middle and secondary students (N = 1,322). Results indicate that students' mastery- and performance-approach beliefs and teacher feedback on creative ability were positively related to student...
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| Published in | Creativity research journal Vol. 18; no. 4; pp. 447 - 457 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Philadelphia
Lawrence Erlbaum Associates, Inc
01.10.2006
Taylor & Francis Ltd |
| Subjects | |
| Online Access | Get full text |
| ISSN | 1040-0419 1532-6934 |
| DOI | 10.1207/s15326934crj1804_4 |
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| Abstract | This study examined correlates of creative self-efficacy (i.e., self-judgments of creative ability) in middle and secondary students (N = 1,322). Results indicate that students' mastery- and performance-approach beliefs and teacher feedback on creative ability were positively related to students' creative self-efficacy. Creative self-efficacy was also linked to student reports of their teachers not listening to them and sometimes feeling that their teachers had given up on them. Students with higher levels of creative self-efficacy were significantly more likely to hold more positive beliefs about their academic abilities in all subject areas and were significantly more likely to indicate that they planned to attend college than students with lower levels of creative self-efficacy. Finally, students with higher levels of creative self-efficacy were significantly more likely to report higher levels of participation in after-school academics and after- school group activities. Implications for creativity research and practice are discussed. |
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| AbstractList | This study examined correlates of creative self-efficacy (i.e., self-judgments of creative ability) in middle and secondary students (N = 1,322). Results indicate that students' mastery- and performance-approach beliefs and teacher feedback on creative ability were positively related to students' creative self-efficacy. Creative self-efficacy was also linked to student reports of their teachers not listening to them and sometimes feeling that their teachers had given up on them. Students with higher levels of creative self-efficacy were significantly more likely to hold more positive beliefs about their academic abilities in all subject areas and were significantly more likely to indicate that they planned to attend college than students with lower levels of creative self-efficacy. Finally, students with higher levels of creative self-efficacy were significantly more likely to report higher levels of participation in after-school academics and after- school group activities. Implications for creativity research and practice are discussed. This study examined correlates of creative self-efficacy (i.e., self-judgments of creative ability) in middle and secondary students (N = 1,322). Results indicate that students' mastery- and performance-approach beliefs and teacher feedback on creative ability were positively related to students' creative self-efficacy. Creative self-efficacy was also linked to student reports of their teachers not listening to them and sometimes feeling that their teachers had given up on them. Students with higher levels of creative self-efficacy were significantly more likely to hold more positive beliefs about their academic abilities in all subject areas and were significantly more likely to indicate that they planned to attend college than students with lower levels of creative self-efficacy. Finally, students with higher levels of creative self-efficacy were significantly more likely to report higher levels of participation in after-school academics and after- school group activities. Implications for creativity research and practice are discussed [PUBLICATION ABSTRACT]. |
| Author | Beghetto, Ronald A. |
| Author_xml | – sequence: 1 givenname: Ronald A. surname: Beghetto fullname: Beghetto, Ronald A. |
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| References_xml | – volume: 45 start-page: 1137 year: 2002 ident: p_38_101 publication-title: Academy of Management Journal doi: 10.2307/3069429 – ident: p_28_91 doi: 10.1037//0022-0663.92.3.544 – ident: p_35_98 – ident: p_15_78 doi: 10.1207/S15326934CRJ1334_09 – ident: p_46_109 – ident: p_26_89 – ident: p_42_105 – ident: p_3_67 doi: 10.1037//0022-0663.84.3.261 – ident: p_34_97 – ident: p_44_107 – ident: p_2_66 – ident: p_30_93 doi: 10.1207/s15326985ep3902_1 – ident: p_40_103 – ident: p_41_104 doi: 10.1037/13134-000 – ident: p_12_75 – ident: p_4_68 doi: 10.1037/0022-0663.79.4.409 – ident: p_19_82 doi: 10.1037//0022-0663.94.3.638 – ident: p_20_83 – ident: p_22_85 doi: 10.1037/0021-9010.69.2.241 – ident: p_39_102 doi: 10.1016/j.jm.2002.12.001 – ident: p_17_80 – ident: p_6_70 – volume: 62 start-page: 1059B issue: 2 year: 2001 ident: p_27_90 publication-title: Dissertation Abstracts International – ident: p_43_106 – ident: p_5_69 – volume: 11 start-page: 189 year: 1989 ident: p_18_81 publication-title: Roeper Review doi: 10.1080/02783198909553207 – ident: p_23_86 – ident: p_13_76 – ident: p_45_108 – volume: 15 start-page: 56 year: 1991 ident: p_11_74 publication-title: Journal for the Education of the Gifted doi: 10.1177/016235329101500107 – volume: 64 start-page: 67A issue: 1 year: 2003 ident: p_21_84 publication-title: Dissertation Abstracts International – ident: p_37_100 – volume: 48 start-page: 7 year: 2004 ident: p_1_65 publication-title: Gifted Child Quartely doi: 10.1177/001698620404800102 – ident: p_7_71 doi: 10.1037/0022-3514.80.5.706 – ident: p_24_87 doi: 10.1037/0022-0663.93.1.77 – ident: p_36_99 doi: 10.1037/10483-000 – ident: p_29_92 – ident: p_25_88 – volume: 69 start-page: 254 year: 2005 ident: p_8_72 publication-title: The Educational Forum doi: 10.1080/00131720508984694 – volume: 31 start-page: 15 year: 1987 ident: p_14_77 publication-title: Gifted Child Quarterly doi: 10.1177/001698628703100103 – ident: p_31_94 – volume: 12 start-page: 231 year: 1989 ident: p_33_96 publication-title: Journal of the Education of the Gifted doi: 10.1177/016235328901200306 – ident: p_16_79 – ident: p_47_110 doi: 10.1037/0022-0663.96.2.236 – ident: p_10_73 doi: 10.1207/s15326934crj1602&3_4 – ident: p_32_95 |
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| Snippet | This study examined correlates of creative self-efficacy (i.e., self-judgments of creative ability) in middle and secondary students (N = 1,322). Results... |
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| SubjectTerms | Correlation analysis Creativity Middle school students Secondary school students Self image Students |
| Title | Creative Self-Efficacy: Correlates in Middle and Secondary Students |
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