Differences between Creative Self-efficacy, Creative Thinking and Learning Flow by Latent Profile Groups According to the Type of Academic Emotion of University Students

2020 ◽  
Vol 20 (4) ◽  
pp. 1-15
Author(s):  
Hyowon Kim ◽  
Nooree Kim
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Creative Thinking ◽  
Academic Emotion ◽  
Creative Self ◽  
Learning Flow ◽  
Latent Profile

scholarly journals Is Perfectionism a Killer of Creative Thinking _pre-print

2021 ◽  
Author(s):  
Jean-Christophe Goulet-Pelletier ◽  
Patrick Gaudreau ◽  
Denis Cousineau
Keyword(s):  
University Students ◽  
Personal Identity ◽  
Self Efficacy ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Openness To Experience ◽  
Negatively Associated ◽  
Paradoxical Finding ◽  
Creative Self ◽  
General Self Efficacy

The standards that a person pursue in life can be set in a rigid or flexible way. The recent literature has emphasized a distinction between high and realistic standards of excellence, from high and unrealistic standards of perfection. In two studies, we investigated the role of striving toward excellence (i.e., excellencism) and striving toward perfection (i.e., perfectionism) in relation to divergent thinking, associative thinking, and openness to experience, general self-efficacy, and creative self-beliefs. In Study 1, 279 university students completed three divergent thinking items which called for creative uses of two common objects and original things which make noise. A measure of openness to experience was included. Results from multiple regression indicated that participants pursuing excellence tended to generate more answers and more original ones compared to those pursuing perfection. Openness to experience was positively associated to excellencism and negatively associated to perfectionism. In Study 2 (n = 401 university students), we replicated these findings and extended them to non-creative associative tasks requiring participants to generate chains of unrelated words. Additional individual differences measures included general self-efficacy, creative self-efficacy, and creative personal identity. The results suggested that excellencism was associated with better performance on divergent thinking and associative tasks, compared to perfectionism. Excellencism was positively associated with all four personality variables, whereas perfectionism was significantly and negatively associated with openness to experience only. Implications for the distinction between perfectionism and excellencism with respect to creative indicators are discussed. In addition, the paradoxical finding that perfection strivers had high creative self-efficacy and creative personal identity but lower openness to experience and poorer performance on objective indicators of creative abilities is discussed.

scholarly journals The Effect of Creative Thinking Education in Enhancing Creative Self-Efficacy and Cognitive Motivation

2016 ◽  
Vol 6 (1) ◽  
pp. 117 ◽  
Author(s):  
Ahmad M Alzoubi ◽  
Mohammad F Al Qudah ◽  
Ismael Salameh Albursan ◽  
Salaheldin F Bakhiet ◽  
Adel S Abduljabbar
Keyword(s):  
Self Efficacy ◽  
Creative Thinking ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Control Group ◽  
Significant Difference ◽  
Cognitive Motivation ◽  
Creative Self ◽  
And Control ◽  
Experimental Group

<p>This study aimed to explore the effectiveness of creative thinking education on enhancing creative self-efficacy and cognitive motivation. The sample consisted of 44 female students studying childhood education in the Princess Alia University College divided into two groups (experimental and control). The experimental group was taught a unit in creative thinking whereas the control group was not. Data were collected using two tools; first, a creative self-efficacy scale that included two dimensions (self-efficacy in creative thinking and creative performance) and second, a cognitive motivation scale that included three dimensions (curiosity, discovery, and questioning). Data showed significant differences between experimental and control groups in creative self-efficacy and its dimensions, and also in cognitive motivation and two of its dimensions (curiosity and discovery) in favor of the experimental group. No significant difference was found between the two groups in questioning. We recommend embedding creative thinking education in study courses.</p>

Creative Confidence and the Arts: Measuring a Potential Contributing Factor to Students' Motivation to Engage in Engineering Creativity

2018 ◽  
Author(s):  
Hannah Smith ◽  
David Strong
Keyword(s):  
Self Efficacy ◽  
Creative Thinking ◽  
Engineering Students ◽  
Thinking Skills ◽  
Survey Instrument ◽  
Creative Arts ◽  
Internal Motivation ◽  
The Arts ◽  
Creative Self ◽  
Do So

Engineering is well established as a profession which requires complex, open-ended problem solving. Creativity is instrumental in these processes, but graduating engineering students have been found to lack creative thinking skills. In order to engage in creative thinking, students must first be motivated to do so. Creative self-efficacy (or creative confidence) has been tied to increased internal motivation, and involvement in creative arts activities can lead to increased self-efficacy beliefs. This paper will discuss the development of a survey instrument that will be used to investigate the potential correlation between student involvement in creative arts and their internal motivation to engage in engineering creativity.The survey instrument includes 1 open-ended question, a creative arts inventory, and 46 closed-ended questions to measure creative self, creative mindset, and tolerance of fears that hinder creative confidence. Evidence for validity of the instrument is established through the pilot study.

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