Using virtual reality to facilitate learners’ creative self-efficacy and intrinsic motivation in an EFL classroom

2021 ◽  
Author(s):  
Yu-Ju Lin ◽  
Hung-chun Wang
Keyword(s):  
Virtual Reality ◽  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Creative Self

Assessing teacher innovations: expert versus peer ratings

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vijaya Sherry Chand ◽  
Samvet Kuril ◽  
Ketan Satish Deshmukh ◽  
Rukmini Manasa Avadhanam
Keyword(s):  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Proactive Personality ◽  
Learning Orientation ◽  
Innovative Behavior ◽  
Peer Ratings ◽  
Content Type ◽  
Creative Self ◽  
Expert Ratings

PurposeThe growing recognition of the role of teacher innovative behavior in educational improvement has led to more systematic assessment of teacher-driven innovations, usually through expert panels. Innovative peer-teachers may be more closely aligned with the correlates of teacher innovative behavior than experts, and hence their participation in such panels might make the process more robust. Hence, the authors ask, “Do expert and peer assessments relate to individual-related correlates of innovative teacher behavior differently?”Design/methodology/approachInnovations of 347 teachers in India were assessed by an expert panel and a peer-teacher panel using the consensual technique of rating innovations. Structural equation modeling was used to study the relationships of the ratings with the innovative teachers' self-reported creative self-efficacy, intrinsic motivation, learning orientation and proactive personality.FindingsExpert ratings were significantly related to creative self-efficacy beliefs (β = 0.53, p < 0.05), whereas peer ratings were not. Peer ratings were significantly related to learning orientation (β = 0.19, p < 0.05), whereas expert ratings were not. Also, expert ratings were found to be indirectly associated with teachers' proactive personality and intrinsic motivation via creative self-efficacy beliefs; peer ratings were not associated with proactive personality.Originality/valueThe paper, through a robust methodology that relates expert and peer assessments with individual-related correlates of innovative behavior, makes a case for educational innovation managers to consider mixed panels of experts and innovative teacher-peers to make the assessment process more robust.

Context and Creativity: The Theory of Planned Behavior as an Alternative Mechanism

2012 ◽  
Vol 40 (4) ◽  
pp. 681-692 ◽  
Author(s):  
Jin Nam Choi
Keyword(s):  
Theory Of Planned Behavior ◽  
Intrinsic Motivation ◽  
Planned Behavior ◽  
Self Efficacy ◽  
Alternative Mechanism ◽  
Mediating Role ◽  
Psychological Mechanisms ◽  
Contextual Characteristics ◽  
Creative Self

Creativity researchers have identified intrinsic motivation as the critical intervening process that explains the effects of contextual characteristics on individual creativity. Departing from this prevailing focus on intrinsic motivation, in the present study an alternative theoretical model was advanced based on the theory of planned behavior (TBP; Ajzen, 1991). Specifically, it was proposed that TPB-based psychological mechanisms (attitude toward creativity, creative self-efficacy, and creativity intention) would mediate the effects of contextual factors (leader encouragement and peer support) on individual creative performance. Multisource data collected at 3 time points from 386 students and their 28 instructors largely supported the hypothesized mediating role of creative self-efficacy. The current findings suggest a need to rethink the role of intrinsic motivation in the context-creativity link by identifying alternative psychological mechanisms.

Implicit followership theory to employee creativity: The roles of leader–member exchange, self-efficacy and intrinsic motivation

2017 ◽  
Vol 25 (1) ◽  
pp. 81-95 ◽  
Author(s):  
Ming Kong ◽  
Haoying Xu ◽  
Aiqin Zhou ◽  
Yue Yuan
Keyword(s):  
Intrinsic Motivation ◽  
Organizational Behavior ◽  
Social Exchange ◽  
Self Efficacy ◽  
Social Exchange Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Leader Member Exchange ◽  
Member Exchange ◽  
Creative Self

AbstractLeaders’ implicit followership theory describes leaders’ personal assumptions about the traits and behaviors that characterize followers. Unlike traditional organizational behavior research, studies on leaders’ implicit followership theory can deepen our understandings of ‘how leaders and followers perceive, decide and take action’ from follower-centric perspective. Adopting 267 follower–leader dyads from 16 Chinese enterprises as our final sample, we found that: (1) positive leaders’ implicit followership theory had significant positive effect on followers’ creativity; (2) followers’ leader–member exchange with leader, intrinsic motivation and creative self-efficacy mediated the positive relationship between positive leaders’ implicit followership theory and followers’ creativity; (3) no significance difference was found between the mediating effects of leader–member exchange, intrinsic motivation and creative self-efficacy. The current study not only extended the application of social cognitive theory in leadership research, but also made contributions to the enrichment of social exchange theory and componential theory of creativity.

A cross-level examination of team-directed empowering leadership and subordinates' innovative performance: an AMO theory perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yang Cui ◽  
Guilan Yu
Keyword(s):  
Intrinsic Motivation ◽  
Knowledge Sharing ◽  
Self Efficacy ◽  
Feedback Seeking ◽  
Empowering Leadership ◽  
Content Type ◽  
Innovative Performance ◽  
Creative Self ◽  
Team Knowledge Sharing

PurposeIn the field of innovation, individual innovative performance also has an important impact on team and organizational innovative performance, thus it is necessary to identify factors that increase individual innovative performance. One key to unlock individual innovative performance is empowering leadership. Drawing on the Ability-Motivation-Opportunity (AMO) theoretical framework, this study investigates the cross-level influence of team-directed empowering leadership on subordinates' innovative performance and verifies the mediating role of creative self-efficacy (A), intrinsic motivation (M), team knowledge sharing (O) and the moderating effect of feedback seeking climate.Design/methodology/approachWith a sample of 102 teams and 722 employees, this study uses Mplus7.4 software to carry out cross-level model analysis based on MSEM multilevel mediation test methodology.FindingsThe results from cross-level analysis indicate that: (1) Team-directed empowering leadership has a significant positive impact on subordinates' innovative performance. (2) Team-directed empowering leadership enhances subordinates' innovative performance through the improvement of creative self-efficacy, intrinsic motivation and team knowledge sharing. (3) Based on the feedback perspective, feedback seeking climate moderates the relationship between team-directed empowering leadership and creative self-efficacy, intrinsic motivation and team knowledge sharing.Originality/valueThis study introduced the AMO theory into the research on cross-level mediating mechanism between team-directed empowering leadership and subordinates' innovative performance, which broadens the theoretical research perspective. Considering the difference between empowering leadership and laissez-faire leadership and the guiding role of feedback, this study selects feedback seeking climate as a moderator in view of feedback, which riches the contingency factors on the cross-level effect of team-directed empowering leadership.

scholarly journals The Effects of Employees’ Perceived Intrinsic Motivation on Knowledge Sharing and Creative Self-Efficacy

2022 ◽  
Vol 12 ◽  
Author(s):  
Yu Sun ◽  
Jon-Chao Hong ◽  
Jian-Hong Ye
Keyword(s):  
Intrinsic Motivation ◽  
Knowledge Sharing ◽  
Self Efficacy ◽  
Current Knowledge ◽  
Intelligent Transportation ◽  
System Thinking ◽  
Equation Modeling ◽  
Automatic Response ◽  
Rational Reflection ◽  
Creative Self

Knowledge sharing is the major driving force to maintain enterprises’ competitiveness. This study extends the current knowledge-sharing research by considering knowledge sharing as comprising four types: automatic response, rational reflection, ridiculed reflection, and deprived reflection, based on Kahneman’s (2011) types of system thinking. Drawing on the motivation-action-outcome model, this study explored how individuals’ intrinsic motivation can guide the action of knowledge sharing and reflect the outcome of creative self-efficacy in intelligent transportation jobs. By snowball sampling in intelligent transportation companies, a total of 232 effective questionnaires were collected, and confirmatory factor analysis with structural equation modeling was performed. The research results showed that: intrinsic motivation was positively related to the four types of knowledge sharing tendencies; automatic response was not significantly related to creative self-efficacy; rational reflection was positively associated with creative self-efficacy; but ridiculed and deprived reflection were negatively related to creative self-efficacy. These results can be applied to encourage employees to practice rational reflection in knowledge sharing to enhance their creative self-efficacy in intelligent transportation jobs.

scholarly journals Are individual-level factors necessary for creativity? A necessary condition analysis

2020 ◽  
Author(s):  
Maxence Mercier ◽  
Todd Lubart
Keyword(s):  
Intrinsic Motivation ◽  
Creative Process ◽  
Self Efficacy ◽  
Statistical Approach ◽  
Necessary Condition ◽  
Creative Performance ◽  
Individual Level ◽  
Small Effect Size ◽  
Creative Self ◽  
Creativity And Innovation

Are individual-level factors necessary for creativity to occur in the workplace ? Using a novel statistical approach, Necessary Condition Analysis, we tested empirically the hypothesis that individual factors (conative factors, drivers, and creative process engagement) were critical to creativity in the workplace, using a sample of 1384 workers in France. We examined three known conative factors of creativity: openness to experience, creative personality, and creative personal identity. We examined three types of drivers: intrinsic motivation, job self-efficacy and creative self-efficacy. Additionally, we examined creative process engagement. We observed that all conative factors were necessary for creativity, even though they each showed small effect sizes. We found a similar small effect size for creative process engagement. We found that creative self-efficacy was a critical driver for creativity: an employee will not be able to achieve high creative performance if he or she does not have strong confidence about his or her creative capacities, regardless of other factors. However, neither job self-efficacy nor intrinsic motivation proved to be necessary for creativity: their absence can be compensated by other factors. Our findings highlight the need to distinguish between what makes a variable “important” or “necessary”, in the field of creativity and innovation.

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