Creative self-efficacy: Correlates in middle and secondary students

Research output: Contribution to journalArticlepeer-review

193 Scopus citations

Abstract

This study examined correlates of creative self-efficacy (i.e., self-judgments of creative ability) in middle and secondary students (N = 1,322). Results indicate that students' mastery- and performance-approach beliefs and teacher feedback on creative ability were positively related to students' creative self-efficacy. Creative self-efficacy was also linked to student reports of their teachers not listening to them and sometimes feeling that their teachers had given up on them. Students with higher levels of creative self-efficacy were significantly more likely to hold more positive beliefs about their academic abilities in all subject areas and were significantly more likely to indicate that they planned to attend college than students with lower levels of creative self-efficacy. Finally, students with higher levels of creative self-efficacy were significantly more likely to report higher levels of participation in after-school academics and after-school group activities. Implications for creativity research and practice are discussed.

Original languageEnglish (US)
Pages (from-to)447-457
Number of pages11
JournalCreativity Research Journal
Volume18
Issue number4
DOIs
StatePublished - 2006
Externally publishedYes

ASJC Scopus subject areas

  • Visual Arts and Performing Arts
  • Developmental and Educational Psychology
  • Psychology (miscellaneous)

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