Poised for creativity: Benefits of exposing undergraduate students to creative problem-solving to moderate change in creative self-efficacy and academic achievement

This paper examines the relationship between creativity, creative self-efficacy, creative problem-solving, general self-efficacy, growth mindset and academic achievement. Creative self-efficacy, and a growth mindset have been identified as critical factors in students’ academic achievement. The underlying research premise is that students who use creative-based approaches including the ability to look at various solutions, tolerate ambiguity, and apply creative problem-solving approaches, produce higher creativity self-efficacy scores and are better equipped to face and overcome current academic and future career challenges. The study took place at the University of the Virgin Islands (UVI), a learner-centered, primarily undergraduate Historically Black University. It primarily serves the needs of the United States Virgin Islands population. Elements of creativity–and innovation–are infused throughout UVI and stated explicitly in its strategic plans. UVI encourages creativity and students’ growth mindset to prepare students for future STEM and other academic success.

Funding

This work was supported by the National Science Foundation under NSF Grant No. 1644940 and 1623126. Any opinions, findings, conclusions, or recommendations expressed in this report are those of the authors and do not necessarily reflect the views of the National Science Foundation.