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Mastery experience, vicarious experience and students’ creative self-efficacy
Author
Ong, Cherie Su Ling
Supervisor
Nie, Youyan
Abstract
Developing from Albert Bandura’s theory of self-efficacy (1997), this dissertation investigates the impact of the mastery and vicarious experience on students’ creative self-efficacy.
A 2 (mastery experience vs. vicarious experience) × 2 (pre creative selfefficacy vs. post creative self-efficacy) experimental design was used. Mastery and vicarious experience were manipulated as independent variables while creative self- efficacy was measured as the dependent variable. 58 Secondary Three History students from an independent all-girls school participated in the study.
The results showed that mastery experience through the assessment task where creativity is a requirement did not increase students’ creative self-efficacy. On the other hand, vicarious experience through watching the performance of the creative task increased students’ creative self-efficacy. Specifically, the results showed that mastery experience through the assessment task where creativity was a requirement did not increase students’ creative self-efficacy on fluency, flexibility, and originality, while vicarious experience through watching the performance of the creative task increased students’ creative self-efficacy on fluency, flexibility but not originality. The vicarious experience was more effective in promoting students’ creative self-efficacy on fluency and flexibility than mastery experience.
The findings of this study contribute to the existing literature on creative self-efficacy as well as to policy makers and educators’ understanding on how to develop creative self-efficacy in students.
A 2 (mastery experience vs. vicarious experience) × 2 (pre creative selfefficacy vs. post creative self-efficacy) experimental design was used. Mastery and vicarious experience were manipulated as independent variables while creative self- efficacy was measured as the dependent variable. 58 Secondary Three History students from an independent all-girls school participated in the study.
The results showed that mastery experience through the assessment task where creativity is a requirement did not increase students’ creative self-efficacy. On the other hand, vicarious experience through watching the performance of the creative task increased students’ creative self-efficacy. Specifically, the results showed that mastery experience through the assessment task where creativity was a requirement did not increase students’ creative self-efficacy on fluency, flexibility, and originality, while vicarious experience through watching the performance of the creative task increased students’ creative self-efficacy on fluency, flexibility but not originality. The vicarious experience was more effective in promoting students’ creative self-efficacy on fluency and flexibility than mastery experience.
The findings of this study contribute to the existing literature on creative self-efficacy as well as to policy makers and educators’ understanding on how to develop creative self-efficacy in students.
Date Issued
2013
Call Number
BF408 Ong
Date Submitted
2013