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

Abstract

We 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.

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview Press.

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman and Company.

  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.

  • Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18, 447-457.

  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press.

  • Deci, E. L., Hodges, R., Pierson, L., & Tomassone, J. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25, 457-471.

  • Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in school-work and sport. Journal of Educational Psychology, 84, 290-299.

  • Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 149-169.

  • Elliot, A.J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103, 632-648.

  • Furnham, A., Batey, M., Anand, K., & Manfield, J. (2008). Personality, hypomania, intelligence and creativity. Personality and Individual Differences, 44, 1060-1069.

  • Gibson, C. B. (2003). The efficacy advantage: Factors related to the formation of group efficacy. Journal of Applied Social Psychology, 33, 2153-2186.

  • Gong, Y., Huang, J-C., & Farh, J-L. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy. Academy of Management Journal, 52, 765-778.

  • Johnson, M. L., & Kestler, J. L. (2013). Achievement goals of traditional and nontraditional aged college students: Using the 3 X 2 achievement goal framework. International Journal of Educational Research, 61, 48-59.

  • Karwowski, M. (2012). Did curiosity kill the cat? Relationship between trait curiosity, creative self-efficacy and creative personal identity. Europe’s Journal of Psychology, 8, 547-558.

  • Karwowski, M. (2014). Creative mindsets: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8, 62-70.

  • Karwowski, M. (2015). Development of the creative self-concept. Creativity: Theories-Research-Applications, 2, 165-180.

  • Karwowski, M. (in press). Dynamic of the creative self-concept: Changes and reciprocal relations between creative self-efficacy and creative personal identity. Creativity Research Journal.

  • Karwowski, M. & Barbot, B. (2016). Creative self-beliefs: Their nature, development, and correlates. In J. C. Kaufman & J. Baer (Eds.) Cambridge companion to reason and development (pp. 302-326). New York: Cambridge University Press.

  • Karwowski, M. & Lebuda, I. (in press). Creative self-concept: A surface characteristic of creative personality. In G. Feist, R. Reiter-Palmon, & J. C. Kaufman (Eds.). Cambridge handbook of creativity and personality research. New York: Cambridge University Press.

  • Karwowski, M., Lebuda, I., & Wiśniewska, E. (in press). Measuring creative self-efficacy and creative personal identity. International Journal of Creativity and Problem Solving.

  • Karwowski, M., Lebuda, I., Wisniewska, E., & Gralewski, J. (2013). Big five personality traits as predictors of creative self-efficacy and creative personal identity: Does gender matter? The Journal of Creative Behavior, 47, 215-232.

  • Kaufman, J. C., Plucker, J. A., &Baer, J. (2008). Essentials of creativity assessment. New Jersey: Wiley.

  • Mathisen, G. E., & Bronnick, K. S. (2009). Creative self-efficacy: An intervention study. International Journal of Educational Research, 48, 21-29.

  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational-Psychology Review, 18, 315-341.

  • Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.

  • Plucker, J., Qian, M., & Schmalensee, S. L. (2014). Is what you see what you really get? Comparison of scoring techniques in the assessment of real-world divergent thinking. Creativity Research Journal, 26, 135-143.

  • Puente-Díaz, R. (In press). Creative self-efficacy: An exploration of its antecedents, consequences and applied implications. The Journal of Psychology: Interdisciplinary and Applied.

  • Reither-Palmon, R., Robinson-Morral, E., Kaufman, J. C., & Santo, J. B. (2012). Evaluation of self-perceptions of creativity: Is it a useful criterion? Creativity Research Journal, 24, 107-114.

  • Shiu, S-C., & Lin, S-Y. (2012). The relationship between learning motivation and innovate behavior in university students: From the perspective of creative self-efficacy. International Journal of Arts & Sciences, 5, 33-38.

  • Szumski, G., & Karwowski, M. (2015). Emotional and social integration and the big-fish-little-pond effect among students with and without disabilities. Learning and Individual Differences, 43, 63-74.

  • Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137-1148.

  • Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity–intelligence distinction. New York: Holt, Rinehart, & Winston.

  • Wu, C-C. (2012). The cross-cultural examination of 3×2 achievement goal model in Taiwan. Social and Behavioral Sciences, 69, 422-427.

OPEN ACCESS

Journal + Issues

Search