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Creativity self-efficacy and performance among secondary school students
Author
Foo, Suan Peen
Supervisor
Tan, Ai-Girl
Abstract
The dissertation investigated the relations between creativity self-efficacy, goal orientation, and leadership expertise in secondary school students from an Asian, Chinese context. The study also examined how these creativity-relevant factors influenced students’ academic performance. A total of 115 ethnic Chinese, lower secondary students from a school in Taiwan participated in the study. A structured questionnaire was devised to measure students’ creativity self-efficacy, achievement goal orientation, and leadership expertise, using Likert-type scales as the response format for all scale items. Academic performance was referred from students’ self-report of subject grades obtained from a recent test or examination. Overall, the results indicated that students in the study possessed moderate levels of creativity self-efficacy (CSE) and leadership expertise (LE), and moderately high levels of achievement goal orientations. Specifically, the CSE subscales demonstrated moderately high positive correlations with both mastery approach (MA) and performance approach (PA) goal orientation. Both MA and PA goal orientation demonstrated moderately high positive correlations with students’ academic grades. In addition, LE also demonstrated moderately high positive correlations with the CSE subscales. Furthermore, CSE was found to have a partial mediating effect on the influence of goal orientation (intrinsic factor) and leadership expertise (contextual factor) on Chinese subject grades (academic performance). In a surprise finding, CSE demonstrated moderately high positive correlations with Chinese and Art or Music grades. Females attained significantly higher Chinese and Art or Music grades as compared to males. Females also scored significantly higher on the CSE – working style subscale, as compared to males.
Date Issued
2010
Call Number
BF408 Foo
Date Submitted
2010