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International high school students’ perceived creativity self-efficacy
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Hill, A., Tan, A. G., & Kikuchi, A. (2008). International high school students’ perceived creativity self-efficacy. The Korean Journal of Thinking and Problem Solving, 18(1), 105-115.
A total of 416 high school students rated their perceptions of creativity selfefficacy,
emotions and achievement goal orientation. Three subscales of creativity
self-efficacy were developed - abilities to generate novel ideas, tolerate uncertainty
and focus. Affect was assessed using three scales: the Positive and Negative Affect
Schedule, The Satisfaction with Life Scale and the Subjective Happiness Scale. An
achievement goal-orientation scale was used to assess four possible achievement
goal-orientations. Acceptable Cronbach's Alphas demonstrated the reliability of
the scales and hence the appropriateness of using them with the international
students. Creativity self-efficacy was positively correlated with positive affect and
a mastery-approach orientation that was consistent with current theory and research
findings. The relationships between the other three achievement goal-orientations
(performance-approach, performance-avoidance, and mastery-avoidance) and
creative self-efficacy were less clearly established. Each goal-orientation was positively
correlated with some, but not all, aspects of creativity efficacy. The performance
approach orientation was negatively correlated with the uncertainty subscale
of creativity self-efficacy.
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