{"title":"为培养巴基斯坦大学生的学术蓬勃发展和学术参与而开设的创造性自我效能课程","authors":"Zane Asher Green , Sophie Rizwan","doi":"10.1016/j.lindif.2024.102495","DOIUrl":null,"url":null,"abstract":"<div><p>A creative self-efficacy (CSE) course, <em>I Believe I'm Creative</em>, was developed and imparted through the emotionalized learning experiences (ELE) format to advance academic thriving and academic engagement among Pakistan's college students. This three-wave study comprised 166 participants randomly assigned to an experimental (<em>n</em> = 83) and a wait-list control (<em>n</em> = 83) group. Growth curve analysis provided a comprehensive view of the development of the study variables in the two groups. Results demonstrated that CSE, academic thriving, and academic engagement increased at a greater rate at each time interval in the experimental group than in the control group. Further, results indicated that there were significant differences in participants' initial scores (intercepts) and growth trajectories (slopes) pertaining to the three variables. Also, students in the two groups who had low initial scores on the three variables had a faster increase in linear growth than those with high initial scores over time.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"114 ","pages":"Article 102495"},"PeriodicalIF":3.8000,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A creative self-efficacy course for nurturing academic thriving and academic engagement among college students in Pakistan\",\"authors\":\"Zane Asher Green , Sophie Rizwan\",\"doi\":\"10.1016/j.lindif.2024.102495\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>A creative self-efficacy (CSE) course, <em>I Believe I'm Creative</em>, was developed and imparted through the emotionalized learning experiences (ELE) format to advance academic thriving and academic engagement among Pakistan's college students. This three-wave study comprised 166 participants randomly assigned to an experimental (<em>n</em> = 83) and a wait-list control (<em>n</em> = 83) group. Growth curve analysis provided a comprehensive view of the development of the study variables in the two groups. Results demonstrated that CSE, academic thriving, and academic engagement increased at a greater rate at each time interval in the experimental group than in the control group. Further, results indicated that there were significant differences in participants' initial scores (intercepts) and growth trajectories (slopes) pertaining to the three variables. Also, students in the two groups who had low initial scores on the three variables had a faster increase in linear growth than those with high initial scores over time.</p></div>\",\"PeriodicalId\":48336,\"journal\":{\"name\":\"Learning and Individual Differences\",\"volume\":\"114 \",\"pages\":\"Article 102495\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2024-07-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Individual Differences\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1041608024000888\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Individual Differences","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1041608024000888","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
A creative self-efficacy course for nurturing academic thriving and academic engagement among college students in Pakistan
A creative self-efficacy (CSE) course, I Believe I'm Creative, was developed and imparted through the emotionalized learning experiences (ELE) format to advance academic thriving and academic engagement among Pakistan's college students. This three-wave study comprised 166 participants randomly assigned to an experimental (n = 83) and a wait-list control (n = 83) group. Growth curve analysis provided a comprehensive view of the development of the study variables in the two groups. Results demonstrated that CSE, academic thriving, and academic engagement increased at a greater rate at each time interval in the experimental group than in the control group. Further, results indicated that there were significant differences in participants' initial scores (intercepts) and growth trajectories (slopes) pertaining to the three variables. Also, students in the two groups who had low initial scores on the three variables had a faster increase in linear growth than those with high initial scores over time.
期刊介绍：
Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).
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