Creative Self-Beliefs Among Children and Adolescents

IF 1.5 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Education Pub Date : 2023-05-21 DOI:10.1177/00049441231177097

Paul Ginns, Andrew J. Martin, Kelly Freebody, Michael Anderson, Peter O’Connor

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引用次数: 0

Abstract

Young people’s confidence in their creative abilities, as well as their beliefs about whether these abilities are fixed or malleable, play potentially important roles in educators’ efforts to foster creativity. This study explores a multidimensional model of young people’s creative self-beliefs that comprises creative self-efficacy, growth-creative mindsets, and fixed-creative mindsets. It operationalizes and tests this model via a new three-factor instrument appropriate for young samples. Drawing on data from 2980 children and adolescents (mean age 12–13 years), confirmatory factor analysis established the construct validity of the scales, and hence, the multidimensional concepts underpinning creative self-beliefs. All measures evinced suitable levels of reliability, and invariance analysis supported configural, metric, and scalar invariance across gender, language background, and school type. Findings supported the convergent and divergent validity of scales against Big Five (openness and conscientiousness) personality measures. Implications of this three-factor creative self-beliefs model for researchers, educational practitioners, and youth are discussed.

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儿童和青少年的创造性自我信念

年轻人对自己创造能力的信心，以及他们对这些能力是固定的还是可塑的信念，在教育者培养创造力的努力中发挥着潜在的重要作用。本研究探讨了年轻人创造性自我信念的多维模型，包括创造性自我效能、成长-创造性思维和固定-创造性思维。它通过一个新的适合年轻样本的三因素仪器来操作和测试这个模型。利用2980名儿童和青少年(平均年龄12-13岁)的数据，验证性因子分析确定了量表的构效度，从而确定了支撑创造性自我信念的多维概念。所有的测量都证明了合适的可靠性水平，并且不变性分析支持跨性别、语言背景和学校类型的配置、度量和标量不变性。研究结果支持量表对大五人格(开放性和严谨性)测量的收敛效度和发散效度。本文讨论了三因素创造性自我信念模型对研究人员、教育从业者和青少年的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

0.00%

发文量

期刊介绍： The Australian Journal of Education was established in 1957 under the editorship of Professor Bill Connell. Drawing upon research conducted in Australia and internationally, the AJE aims to inform educational researchers as well as educators, administrators and policymakers about issues of contemporary concern in education. The AJE seeks to publish research studies that contribute to educational knowledge and research methodologies, and that review findings of research studies. Its scope embraces all fields of education and training. In addition to publishing research studies about education it also publishes articles that address education in relation to other fields.