Student engagement and creative confidence beliefs in higher education

Álvarez-Huerta, Paula; Muela, Alexander; Hermida, Iñaki Larrea

doi:10.1016/j.tsc.2021.100821

Cited by 24 publications

(10 citation statements)

References 72 publications

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“…The Creative Self-efficacy Scale ( Tierney and Farmer, 2002 ) was used to measure creativity in FL learners with four items (e.g., “I have confidence in my ability to solve problems creatively”). This scale has been used in various fields including business, economics, and education ( Gong et al, 2009 ; Puente-Díaz, 2016 ; Hora et al, 2021 ) and has shown good psychometric properties in different countries ( Liu et al, 2017 ; Alvarez-Huerta et al, 2021 ). This scale can measure the following three aspects of FLL students: (i) whether they have confidence in overcoming difficulties encountered in the process of FLL by finding innovative methods; (ii) whether they are conscious of absorbing the good learning experiences of others so as to create their own FLL approaches; and (iii) whether they can constantly come up with new ways to meet the challenges in FLL.…”

Section: Methodsmentioning

confidence: 99%

“…CSE has a strong effect on different forms of creativity ( Beghetto et al, 2011 ), has a more substantial predictive effect than other predictors ( Hülsheger et al, 2009 ), and can directly determine creative behavior ( Tierney and Farmer, 2011 ). Furthermore, CSE can also increase creative production, improve well-being, reduce the negative effects of learning disabilities, and enhance professional competences and personal development ( Chen, 2020 ; Alvarez-Huerta et al, 2021 ; Chang et al, 2021 ; Smith, 2021 ). It is evident that CSE has a clear effect on individual competence and emotions, but more research is needed to understand fully the mechanisms by which CSE is formed in different occupations and populations (e.g., FL learners).…”

Section: Introductionmentioning

confidence: 99%

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How Does the Optimism of Students Learning a Foreign Language Affect Their Creative Self-Efficacy? The Mediating Effects of Hope and Empathy

Lei

Leng

2022

Front. Psychol.

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Creative self-efficacy (CSE) is a core influencer of creative behavior and has a positive impact on well-being and development. However, the positive psychological processes that help to promote CSE in foreign-language learning (FLL) remain under-studied. Focusing specifically on FLL students, the present study examined the associations among optimism, hope, empathy, and CSE and investigated the possible mediating roles of hope and empathy in the relationship between optimism and CSE. A sample of 330 FLL students from two Chinese universities participated in this study. The results showed that (i) optimism, hope, and empathy were all positively related to CSE and that (ii) optimism did not directly predict CSE but indirectly and positively predicted CSE through hope and empathy. These findings suggest that optimism, empathy, and hope potentially play positive roles in facilitating CSE in FLL students. Based on the present results, some practical approaches are discussed that could help improve the CSE of FLL students, paying particular attention to the effects that potentially motivate their positivity.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How Does the Optimism of Students Learning a Foreign Language Affect Their Creative Self-Efficacy? The Mediating Effects of Hope and Empathy

Lei

Leng

2022

Front. Psychol.

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“…In this regard, the importance of cultivating creativity in educational institutions is highlighted. Cultivating creativity, in addition to being a key objective of contemporary education (Alvarez-Huerta et al, 2021), seems to have a positive influence on the entrepreneurial development of students. In relation to this, further exploration of the pedagogical practices that might help foster creativity would have important practical implications, in light of the results.…”

Section: Discussionmentioning

confidence: 99%

First-year university students entrepreneurial competence: Exploring the relationship between grit, creative self-efficacy and entrepreneurial self-efficacy

Álvarez-Huerta

Hermida

Muela

2021

7th International Conference on Higher Education Advances (HEAd'21)

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Grit, creative self-efficacy and entrepreneurial self-efficacy have been associated with the development of entrepreneurial behaviours that can prepare students for a rapidly changing world of work. The main purpose of this study is to analyse the relationship between the three variables amongst first-year university students. A positive relationship, albeit modest, was found between grit and the two measures of self-efficacy. Furthermore, findings suggest that grit can be considered a predictor variable for student self-efficacy beliefs in the context of entrepreneurship. However, this relationship was found to be weak and not to offer significant opportunities for the improvement of student creative and entrepreneurial self-perception, beyond those already contemplated in social cognitive theory. Moreover, results revealed a significant and robust positive relationship between creative and entrepreneurial self-perceptions in university students. The strong relationship found between creative and entrepreneurial self-efficacy renders an opportunity to develop informed interventions directed towards improving student entrepreneurial self-perceptions. In this regard, the results suggest the importance of cultivating creativity in educational institutions.

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“…Never-ending stress or academic pressure of studies can also be a chief reason leading to depression in students ( 12 ). There is a high occurrence of depression in emerging countries, and low mental health literacy has been theorized as one of the key causes of escalating rates of mental illness ( 13 ).…”

Section: Introductionmentioning

confidence: 99%

Family and Academic Stress and Their Impact on Students' Depression Level and Academic Performance

et al. 2022

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Current research examines the impact of academic and familial stress on students' depression levels and the subsequent impact on their academic performance based on Lazarus' cognitive appraisal theory of stress. The non-probability convenience sampling technique has been used to collect data from undergraduate and postgraduate students using a modified questionnaire with a five-point Likert scale. This study used the SEM method to examine the link between stress, depression, and academic performance. It was confirmed that academic and family stress leads to depression among students, negatively affecting their academic performance and learning outcomes. This research provides valuable information to parents, educators, and other stakeholders concerned about their childrens' education and performance.

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Student engagement and creative confidence beliefs in higher education

Cited by 24 publications

References 72 publications

How Does the Optimism of Students Learning a Foreign Language Affect Their Creative Self-Efficacy? The Mediating Effects of Hope and Empathy

How Does the Optimism of Students Learning a Foreign Language Affect Their Creative Self-Efficacy? The Mediating Effects of Hope and Empathy

First-year university students entrepreneurial competence: Exploring the relationship between grit, creative self-efficacy and entrepreneurial self-efficacy

Family and Academic Stress and Their Impact on Students' Depression Level and Academic Performance

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