UNESCO-NIE Centre for Arts Research in Education (CARE)

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Name of Author: 
Hill, Alan
Thesis (M.A.) (Applied Psychology) National Institute of Education, Nanyang Technological University
Tan, Ai-Girl
Year of completion: 
Country of Research Data: 

This dissertation reports on an exploratory study of international, secondary school students’ creative self-efficacy. A questionnaire comprised of seven scales was completed by 416 students. The creative self-efficacy scales included three aspects of creativity; abilities to generate novel ideas, ability to tolerate uncertainty and ability to focus. Affect was assessed using three instruments: 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 Alphas demonstrated the reliability of the scales and hence the appropriateness of using them with international school students. The results showed that there were relationships between affect and creative selfefficacy. Creative self-efficacy was positively correlated with a mastery-approach orientation. 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 creative self-efficacy. The performance approach orientation was negatively correlated with the Uncertainty sub-scale of creative self-efficacy. Girls were found to have higher levels of creative self-efficacy on two of three subscales. The results were discussed with reference to current theory and research.

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