The influence of creative mindsets on achievement goals, enjoyment, creative self-efficacy and performance among business students

2017 ◽  
Vol 24 ◽  
pp. 1-11 ◽  
Author(s):  
Rogelio Puente-Díaz ◽  
Judith Cavazos-Arroyo
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Business Students ◽  
And Performance ◽  
Creative Self ◽  
Creative Mindsets

scholarly journals Creative Personal Identity and Creative Mindsets, and Their Implications for Creative Potential and Metacognition: A Latent Variable and a Latent Class Approach

2021 ◽  
Vol 8 (2) ◽  
pp. 20-31
Author(s):  
Rogelio Puente-Diaz ◽  
Judith Cavazos-Arroyo
Keyword(s):  
Personal Identity ◽  
Self Efficacy ◽  
Latent Variables ◽  
Latent Variable ◽  
Divergent Thinking ◽  
Latent Class ◽  
Business Students ◽  
Creative Self ◽  
Selection Of ◽  
Creative Mindsets

Abstract The amount of attention given to creative beliefs has increased in recent years. This article suggests that the selection of one´s best ideas from a set of self-generated alternatives should be included as an indicator of metacognition; something known as creative metacognition accuracy. The present investigation examined the role of creative mindsets and creative personal identity on the selection of one´s best idea, creative self-efficacy, and potential, under two conceptualizations of these beliefs: latent variables and latent classes. College business students completed a battery of questionnaires assessing creative mindsets, creative personal identity, and creative self-efficacy. In addition, participants completed a divergent thinking task involving improvement of smartphones an-d were asked to choose their best idea. Two independent judges also selected the best idea from participants’ set of self-generated ideas. Under the latent class conceptualization, a class with high levels of growth mindset and creative personal identity, and low levels of a fixed mindset showed higher levels of accurate idea selection and creative self-efficacy than the rest of the classes. Similarly, under the latent variable conceptualization, creative personal identity had a positive influence on accurate idea selection and creative self-efficacy.

Improving creative self-efficacy and performance through computer-aided design application

2019 ◽  
Vol 31 ◽  
pp. 103-111 ◽  
Author(s):  
Yu-shan Chang ◽  
Mavis Yi-Ching Chen ◽  
Meng-Jung Chuang ◽  
Chia-hui Chou
Keyword(s):  
Self Efficacy ◽  
Computer Aided Design ◽  
Computer Aided ◽  
And Performance ◽  
Creative Self ◽  
Aided Design

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

2020 ◽  
Vol 40 (10) ◽  
pp. 1249-1269
Author(s):  
Kaiye Du ◽  
Yan Wang ◽  
Xuran Ma ◽  
Zheng Luo ◽  
Ling Wang ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Mediating Role ◽  
Creative Self

Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education: A Longitudinal Analysis

2013 ◽  
Vol 112 (3) ◽  
pp. 771-787 ◽  
Author(s):  
Gunnar Bjørnebekk ◽  
Åge Diseth ◽  
Robin Ulriksen
Keyword(s):  
Academic Achievement ◽  
Path Analysis ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Longitudinal Research ◽  
Science Students ◽  
Achievement Level ◽  
Measuring Achievement ◽  
And Performance ◽  
Avoidance Goals

The present study investigated the joint effects of achievement motives, self-efficacy, and achievement goals as predictors of subsequent academic achievement among educational science students. A longitudinal research design allowed for measurement of motivational variables at several stages of education during bachelor courses (subsequent to the introductory courses), firstly by measuring achievement motives, secondly by self-efficacy and achievement goals. Subsequently, students' academic achievement level was measured at four different points in time, until they finished the last course for their bachelor degrees. A multivariate path analysis showed consistent relations between the motivational variables. The motive to avoid failure positively predicted the adoption of avoidance goals (both mastery and performance) and negatively predicted self-efficacy. Academic achievement was mainly predicted by the motive for success and performance-avoidance goals. The path analysis also showed strong relationships between the examination grades at different points in time.

An Exploration of Some Antecedents and Consequences of Creative Self-Efficacy: The Role of Achievement Goals, Enjoyment and Divergent Thinking

2016 ◽  
Vol 3 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Rogelio Puente-Diaz ◽  
Judith Cavazos Arroyo
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Structural Equation ◽  
Divergent Thinking ◽  
Thinking Skills ◽  
Positive Influence ◽  
Measuring Achievement ◽  
Antecedents And Consequences ◽  
Creative Self

AbstractWe examined the role of task-, self- and other-approach achievement goals and enjoyment as antecedents of creative self-efficacy and the influence of creative self-efficacy on divergent thinking scores among children from Mexico. Participants completed a battery of questionnaires measuring achievement goals, creative self-efficacy, enjoyment and divergent thinking skills. We used Structural Equation Modelling to test our hypotheses, treating the variables as latent. Results showed a positive influence of other-approach achievement goals and enjoyment on creative self-efficacy. The influence of creative self-efficacy on divergent thinking scores was not significant. The implications of our results are discussed.

scholarly journals Do Teachers’ Achievement Goals and Self-efficacy Beliefs Matter for Students’ Learning Experiences? Evidence from Two Studies on Perceived Teaching Quality and Emotional Experiences

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke ◽  
Julia Hein ◽  
Raven Rinas ◽  
Oliver Dickhäuser ◽  
...  
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Teacher Motivation ◽  
Learning Experiences ◽  
Teaching Quality ◽  
And Performance ◽  
Avoidance Goals ◽  
Teacher Motivations

Although teacher motivation is posited to matter for students’ learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers’ achievement goals and self-efficacy for students’ learning experi-ences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers’ motivations at the semester start, and students’ course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicat-ed favorable associations for teachers’ self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students’ learn-ing experiences weekly regarding 828 specific course sessions. Additionally, we included teach-ers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and il-luminates the importance of their specificity.

Exploitation and Exploration Climates’ Influence on Performance and Creativity: Diminishing Returns as Function of Self-Efficacy

2015 ◽  
Vol 44 (3) ◽  
pp. 870-891 ◽  
Author(s):  
Giles Hirst ◽  
Daan van Knippenberg ◽  
Qin Zhou ◽  
Cherrie Jiuhua Zhu ◽  
Philip Cheng-Fei Tsai
Keyword(s):  
Self Efficacy ◽  
Team Climate ◽  
Role Performance ◽  
Domain Specific ◽  
Specific Performance ◽  
Multilevel Research ◽  
Exploitation And Exploration ◽  
And Performance ◽  
Creative Self ◽  
Individual Self

In response to calls for multilevel research examining individual and meso-level processes to understand how exploitation and exploration dynamics play out in teams, we propose that individual in-role performance (cf. exploitation) and creativity (cf. exploration) are associated with team exploitation and exploration climate respectively, and this influence is moderated by domain specific performance and creative self-efficacy respectively. Studying 317 engineers in 70 teams across three national regions, we theorize and find domain-specific evidence that when individual self-efficacy is high, team climate has diminishing performance (exploitation climate × performance self-efficacy) and creative (exploration climate × creative self-efficacy) benefits. By simultaneously studying creativity and performance, our study helps understand the differences and communalities in the drivers of those outcomes in identifying both the domain-specific character of these influences and the similarity in how these influences play out.

scholarly journals Creativity in Business Education: A Review of Creative Self-Belief Theories and Arts-Based Methods

2018 ◽  
Vol 4 (4) ◽  
pp. 55
Author(s):  
Sogol Homayoun ◽  
Danah Henriksen
Keyword(s):  
Professional Development ◽  
Business Education ◽  
Self Efficacy ◽  
Belief System ◽  
Business Programs ◽  
Creative Identity ◽  
And Performance ◽  
Psychology Literature ◽  
Creative Self ◽  
Creative Capacity

Creativity has become one of the most sought-after skills from graduates across business and industry. It is therefore imperative to infuse creativity training within business programs of study and professional development experiences, to remind people of their eternally curious and creative nature. The objective of this paper is to explore the literature around theories of creative potential and performance—including creative identity, creative mindset, and creative self-efficacy. We consider perspectives that reveal that creativity is a mindset predicated on beliefs and ways of thinking. Educational psychology literature and theories of creative self-belief illustrate how creative identity, mindset, and self-efficacy form the core of an individual’s belief system to think, act, and develop creatively in the world. This connects to the potential of arts-based methods as a means to infuse creative learning into business education. We illustrate how our findings can be put into practice by sharing an example of an art-based intervention that is currently in progress to develop creative capacity among students in an internationally known business program. We conclude with the idea that its incumbent upon business education, professional development, and training to incorporate methodologies that enhance creative capacity by initially eliminating or minimizing self-perceived limitations in people, such as fear, negative personal judgement, and chattering of the mind—and theories of creative self-belief provide a foundation that can undergird arts-based methods toward this goal.

scholarly journals Who Thrives Under Pressure? Predicting the Performance of Elite Academy Cricketers Using the Cardiovascular Indicators of Challenge and Threat States

2013 ◽  
Vol 35 (4) ◽  
pp. 387-397 ◽  
Author(s):  
Martin J. Turner ◽  
Marc V. Jones ◽  
David Sheffield ◽  
Matthew J. Slater ◽  
Jamie B. Barker ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Self Report ◽  
Superior Performance ◽  
Future Research ◽  
Challenge And Threat ◽  
Batting Performance ◽  
And Performance ◽  
Avoidance Goals

This study assessed whether cardiovascular (CV) reactivity patterns indexing challenge and threat states predicted batting performance in elite male county (N = 12) and national (N = 30) academy cricketers. Participants completed a batting test under pressure, before which CV reactivity was recorded in response to ego-threatening audio instructions. Self-reported self-efficacy, control, achievement goals, and emotions were also assessed. Challenge CV reactivity predicted superior performance in the Batting Test, compared with threat CV reactivity. The relationships between self-report measures and CV reactivity, and self-report measures and performance were inconsistent. A small subsample of participants who exhibited threat CV reactivity, but performed well, reported greater self-efficacy than participants who exhibited threat CV reactivity, but performed poorly. Also a small subsample of participants who exhibited challenge reactivity, but performed poorly, had higher avoidance goals than participants with challenge reactivity who performed well. The mechanisms for the observed relationship between CV reactivity and performance are discussed alongside implications for future research and applied practice.

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