Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  Creative self-efficacy
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Development of the Creative Self-Concept

100%
Karwowski M.
Creativity. Theories – Research - Applications
|
2015
|
vol. 2
|
issue 2
165-179
EN
Although the creative self-concept is more and more intensively studied in the creativity literature, little is known about its developmental characteristics. In three studies presented in this paper, several hypotheses concerning the development of the creative self-concept are tested. Specifically examined are hypotheses regarding the growing specificity and clarity of the creative self-concept during development (Studies 1 and 2) and changes in it during the lifespan (Study 3).The results show that although the creative selfconcept is formed at about 10 years of age, by 12 years old it remains somewhat poorly clarified. Changes in the creative self-concept are observed mainly in the transition period between late adolescence and early adulthood (when it grows) and medium and late adulthood (when it diminishes). Creativity - a specific interplay between imagination, improvisation, and innovation
2

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

75%
Puente-Diaz R., Arroyo J. C.
Creativity. Theories – Research - Applications
|
2016
|
vol. 3
|
issue 1
19-33
EN
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.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.