Achievement goals and creativity: the mediating role of creative self-efficacy

Du, Kaiye; Wang, Yan; Ma, Xuran; Luo, Zheng; Wang, Ling; Shi, Baoguo

doi:10.1080/01443410.2020.1806210

Cited by 52 publications

(49 citation statements)

References 57 publications

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“…They also argued that some heterogeneity could be attributed to social practices or policies that target increasing male-female quality and general male-female performance (p. 27). Relevant to this argument, there are research findings showing that teachers are one of the main sources that shape students’ creative self-efficacy, which in turn influences creative outcomes ( Karwowski, 2011 ; Du et al, 2020 ); the teacher effect was stronger among female than male students ( Karwowski et al, 2015 ). Moreover, domain-specific analyses showed that men tended to have higher levels of self-efficacy than women in math and science-analytic creativity ( Kaufman, 2006 ; Karwowski et al, 2015 ) and problem solving ( Hughes et al, 2013 ), whereas women showed higher levels of creative self-efficacy than men in the arts and in language ( Kaufman, 2006 ; Hughes et al, 2013 ; Karwowski et al, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

Gender Differences in the Distribution of Creativity Scores: Domain-Specific Patterns in Divergent Thinking and Creative Problem Solving

Wong

2021

Front. Psychol.

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The present study examined gender differences in the distribution of creative abilities through the lens of the greater male variability hypothesis, which postulated that men showed greater interindividual variability than women in both physical and psychological attributes (Ellis, 1894/1934). Two hundred and six (51.9% female) undergraduate students in Hong Kong completed two creativity measures that evaluated different aspects of creativity, including: (a) a divergent thinking test that aimed to assess idea generation and (b) a creative problem-solving test that aimed to assess restructuring ability. The present findings extended the research of greater male variability in creativity by showing that men generally exhibited greater variance than women in the overall distribution of the creativity scores in both divergent thinking and creative problem solving, despite trivial gender differences in mean scores. The findings further enriched the discourse of the greater male variability hypothesis by showing interesting domain-specific gendered patterns: (1) greater male variability was more likely to occur in figural forms of creativity, with larger effect sizes, when compared to the variability in verbal forms of creativity; and (2) mixed gendered patterns were found in the upper tails of the creativity score distribution with respect to the verbal domain but not the figural one, despite greater male representation being consistently observed in the lower tail of the distribution. Possible underlying mechanisms and implications were discussed.

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Section: Discussionmentioning

confidence: 99%

Gender Differences in the Distribution of Creativity Scores: Domain-Specific Patterns in Divergent Thinking and Creative Problem Solving

Wong

2021

Front. Psychol.

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“…This echoes the argument that incorporating more active teaching approaches in flipped learning activities is conducive to improving the development of students' creativity (Al‐Zahrani, 2015; Rodríguez et al., 2019). Despite several scholars holding a positive view on using text or graphic scales to investigate students’ creativity (Du et al., 2020; Jamali, 2019; Treffinger, 1980), the results based on the creative thinking questionnaire only represent the subjective feelings of the students rather than their actual creativity performance. Cropley (2000) also pointed out that the assessment of creativity should be based on multiple indicators rather than relying on a single measurement standard.…”

Section: Discussionmentioning

confidence: 99%

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Hsia

Lin

Hwang

2021

Brit J Educational Tech

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In most performing classes, such as dance or performing arts, students passively follow the scripts or demonstration provided by the teacher, and focus on imitating the acts and practicing repeatedly. Although researchers have begun trying out flipped learning to provide students with opportunities for self‐learning and to increase the time for in‐class collaborative learning and interactions, students’ performing creativity is generally ignored. As a result, the present study proposes a creative problem solving‐based flipped learning (CPS‐based flipped learning) approach to guide students to comprehend the pre‐class materials and to develop their creativity through creative thinking. Moreover an experiment was conducted in a choreography activity of a dance course. A total of 125 university students were recruited and divided into the CPS‐based flipped learning (CPS‐FL) group, the conventional flipped learning (FL) group, and the conventional technology‐based learning (TBL) group for an 18‐week teaching experiment. The results showed that the CPS‐based flipped learning approach could significantly increase students' choreography creativity, dance skills and creative thinking tendency. In addition, the FL group also outperformed the TBL group on choreography creativity and dance skills. No significant differences between the three groups’ collaboration tendency could be found. Lastly, from the students' feedback, it was learned that the CPS‐based flipped learning approach was conducive to stimulating students' inspiration for creation, enhancing their ability to appreciate dance programs and improving their implementation and practice abilities. What is already known about this topic In traditional performing classes, students generally passively follow the examples of demonstration provided by the teacher and focus on repetitive practice. Flipped learning enables students to have more opportunities to practice and interact with peers and the teacher in the class. In flipped learning, proper learning design could be beneficial to increasing students' creativity. What this paper adds A creative problem solving‐based flipped learning approach is proposed. An experiment was conducted in a university dance course to evaluate the impacts of the proposed approach. In addition to performing skills, the proposed approach enhanced the students' creativity performances and learning perceptions. Implications for practice and/or policy Creative problem solving‐based flipped learning has great potential in promoting students’ Creative thinking. Such a learning approach could bring novel ideas into the fields related to creative thinking in addition to arts or performing art courses.

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“…A number of studies have examined the influences on an individual's creativity such as environment, emotions, cognition, stress, goals and motivation (Peterson et al, 2008;Edl et al, 2014;Hu et al, 2015;Du et al, 2020). Peterson et al (2008) found that the character strength of creativity correlated significantly with PTG (Peterson et al, 2008).…”

Section: Theoretical Basis and Hypothesismentioning

confidence: 99%

“…These include what behavioral choices to make, how much effort to put in and how long to persist in the face of difficulties, and the emotional state of the person facing the situation (Bandura, 1990). Self-efficacy is not static (Ng and Lucianetti, 2015), and it is influenced by a variety of internal and external factors such as achievement goals (Du et al, 2020), creativity training (Mathisen and Brønnick, 2009), and social support (Mathisen, 2011).…”

Section: The Mediating Role Of Self-efficacymentioning

confidence: 99%

“…In the field of creativity research, the positive correlation between an individual's selfefficacy and an individual's creativity is well recognized (Jaiswal and Dhar, 2016;Newman et al, 2018). In addition, some studies have explored the mediating role of self-efficacy in the relationship between creativity and other factors such as achievement goals (Du et al, 2020), motivation-enhancing practices (Ma et al, 2017), and active procrastination (Liu et al, 2017). The predictive effect of self-efficacy on creativity is also influenced by internal and external factors.…”

Section: The Mediating Role Of Self-efficacymentioning

confidence: 99%

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The Influence of Post-Traumatic Growth on College Students’ Creativity During the COVID-19 Pandemic: The Mediating Role of General Self-Efficacy and the Moderating Role of Deliberate Rumination

Zeng

et al. 2021

Front. Psychol.

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Purpose: This study used a moderated mediation model to test the mediating effect of general self-efficacy on the relationship between post-traumatic growth (PTG) and creativity and the moderating effect of deliberate rumination in the second path of the indirect mediation path during the COVID-19 pandemic.Methods: A sample of 881 university students from Guangdong Province, China, was surveyed with the Posttraumatic Growth Inventory, the Runco Ideational Behavior Scale, the General Self-Efficacy Scale, and the Deliberate Rumination Inventory. SPSS (23 version) and PROCESS (3.3 version) were used for correlation analyses, mediation analysis, and moderated mediation analysis.Results: (1) PTG was positively correlated with creativity, self-efficacy, and deliberate rumination. Creativity was positively correlated with self-efficacy and deliberate rumination. Deliberate rumination was positively correlated with self-efficacy. (2) Self-efficacy mediated the relationship between PTG and creativity. (3) Deliberate rumination moderated the second half of the path of “PTG → self-efficacy → creativity.”Conclusions: PTG affected creativity directly and also indirectly through self-efficacy. In particular, deliberate rumination moderated the relationship between self-efficacy and creativity, such that the association was stronger when the incidence of deliberate rumination was low. These results provide a more comprehensive understanding of the positive link between PTG and creativity.

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Achievement goals and creativity: the mediating role of creative self-efficacy

Cited by 52 publications

References 57 publications

Gender Differences in the Distribution of Creativity Scores: Domain-Specific Patterns in Divergent Thinking and Creative Problem Solving

Gender Differences in the Distribution of Creativity Scores: Domain-Specific Patterns in Divergent Thinking and Creative Problem Solving

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

The Influence of Post-Traumatic Growth on College Students’ Creativity During the COVID-19 Pandemic: The Mediating Role of General Self-Efficacy and the Moderating Role of Deliberate Rumination

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