Self-efficacy in creativity and curiosity as predicting creative emotions

Wajeeh Daher(1*), Faaiz Gierdien(2), Ahlam Anabousy(3)

(1) Faculty of Educational Sciences, An-Najah National University, Palestine & Al-Qasemi Academic College of Education, Israel
(2) Department of Curriculum Studies, Stellenbosch University,
(3) Kibbutzim College of Education, Technology and the Arts
(*) Corresponding Author

Abstract

Self-efficacy constructs could predict students’ practices and affect in learning the sciences. Researchers have pointed at such constructs as predictors of students’ mathematics achievement and performance. Self-efficacy was also studied as predictor of emotions in learning mathematics, though little research has done so regarding self-efficacy as predictor of creative emotions. Another predictor of creative emotions could be curiosity. The present study has a regression-based modelling design, where it examined whether a set of constructs of self-efficacy in creativity or/and a set of constructs of curiosity predict significantly creative emotions in mathematical problem solving. Five hundred Grade 8-10 students participated in the study. Data were collected using three self-report questionnaires that measured the research constructs. Data analysis used SPSS 21. Results from multiple regression indicated that the set of constructs of self-efficacy in creativity explained significantly 29.6% of the variance in creative emotions. Moreover, the set of constructs of curiosity explained 17.8% of the variance in creative emotions. Furthermore, three of the five independent variables had best prediction of creative emotions, explaining 32.9% of the variance in creative emotions. The results of the stepwise regression showed that self-efficacy in originality and stretching curiosity were the first two variables in a set of three variables that best explained the variance in creative emotions. The research results lead to the recommendation of developing the previous two constructs in classroom setting to cultivate students’ creative emotions and thus their creative practices.

Keywords

Self-efficacy, creativity, curiosity, emotions, predictor

Full Text:

PDF

References

Abakpa, B. O., Abah, J. A., & Agbo-Egwu, A. O. (2018). Science curiosity as a correlate of academic performance in mathematics education: Insights from Nigerian higher education. African Journal of Teacher Education, 7(1). https://doi.org/10.21083/ajote.v7i1.3904

Abbott, D. H. (2010). Constructing a creative self-efficacy inventory: a mixed methods inquiry (Unpublished Dissertation). University of Nebraska, Nebraska, USA.

Acar, S., Burnett, C., & Cabra, J. F. (2017). Ingredients of creativity: originality and more. Creative Research Journal, 29(2), 133–144. https://doi.org/10.1080/10400419.2017.1302776

Bandura, A. (2007). Much ado over a faulty conception of perceived self-efficacy grounded in faulty experimentation. Journal of Social and Clinical Psychology, 26(6), 641-658. https://doi.org/ 10.1521/jscp.2007.26.6.641

Callaman, R. A., & Itaas, E. C. (2020). Students’ mathematics achievement in Mindanao context: A meta-analysis. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(2), 148-159. https://doi.org/10.23917/jramathedu.v5i2.10282

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.

Daher, W. (2011). Learning mathematics in the mobile phone environment: students' emotions. Journal of interactive learning research, 22(3), 357-378.

Daher, W. (2015). Discursive positionings and emotions in modelling activities. International Journal of Mathematical Education in Science and Technology, 46(8), 1149-1164. https://doi.org/10.1080/0020739X.2015.1031836

Daher, W., & Anabousy, A. (2018). Creativity of pre-service teachers in problem posing. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2929-2945. https://doi.org/10.29333/ejmste/90994

Daher, W., Anabousy, A., & Jabarin, R. (2018). Metacognition, positioning and emotions in mathematical activities. International Journal of Research in Education and Science, 4(1), 292-303. https://doi.org/10.21890/ijres.383184

Daher, W., & Anabousy, A. (2020). Flexibility processes of pre-service teachers in problem solving with technology. International Journal of Technology in Education and Science, 4(3), 247-255. https://doi.org/10.46328/ijtes.v4i3.96

Daher, W., Tabaja-Kidan, A., & Gierdien, F. (2017). Educating grade 6 students for higher-order thinking and its influence on creativity. Pythagoras. 38. https://doi.org/10.4102/pythagoras.v38i1.350

De Dreu, C. K. W., Baas, M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood–creativity link: Toward a dual pathway to creativity model. Journal of Personality and Social Psychology, 94, 739-756. https://doi.org/10.1037/0022-3514.94.5.739

Dohoo I. R., Ducrot, C., Fourichon, C., Donald, A., & Hurnik, D. (1997). An overview of techniques for dealing with large numbers of independent variables in epidemiologic studies. Preventive Veterinary Medicine 29(3), 221–239.

Field, A. P. (2009). Discovering statistics using spss, 3rd edition. Los Angeles: Sage.

Grande, T. (2015, October, 29). Multiple linear regression in SPSS with assumption testing. [Video]. https://www.youtube.com/watch?v=ueNrP5TyZaE

Guilford, J.P. (1950). Creativity. American Psychologist, 5(9), 444–454.

Guilford, J. P. (1975). Creativity: A quarter century of progress. In I. A.Taylor & J. W. Getzels (Eds.), Perspectives in creativity (pp. 37-59). Chicago: Aldine.

Haylock, D. (1987). A framework for assessing mathematical creativity in school children. Educational Studies in Mathematics, 18(1), 59–74. https://doi.org/10.1007/BF00367914

Hoseinzadeh, S., & Sameri, M. (2016). Study the relationship between self-Efficacy, communication skills, critical thinking and creativity of high school students of district one of Urmia city. International Journal of Humanities and Cultural Studies (IJHCS).

Huberty, C. J (1989). Problems with stepwise methods-better alternatives. In B. Thompson (Ed.), Advances in social science methodology (Vol. 1, pp. 43-70). Greenwich, CT: JAI Press.

Ivtzan, I., Lomas, T., Hefferon, K., & Worth, P. (2016). Second wave positive psychology: Embracing the dark side of life. Abingdon, England: Routledge.

James, V., Lederman, G. R., & Vagt-Traore, B. (2010). Enhancing creativity in the classroom. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology (pp. 104-114). Zurich, Switzerland: Jacobs Foundation.

Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P., Breen, W. E., Terhar, D., & Steger, M. F. (2009). The curiosity and exploration inventory-II: Development, factor structure, and psychometrics. Journal of Research in Personality, 43, 987-998. https://doi.org/10.1016/j.jrp.2009.04.011

Lai, E. R. (2011). Critical thinking: A literature review. https://images.pearsonassessments.com/images/tmrs/CriticalThinkingReviewFINAL.pdf

Leikin, R., & Kloss, Y. (2011). Mathematical creativity of 8th and 10th grade students. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Conference of the European Society for Research in Mathematics Education—CERME7 (pp. 1084–1093). Rzeszów, Poland: ERME.

Leikin, R., & Pitta-Pantazi, D. (2013). Creativity and mathematics education: the state of the art. ZDM, 45(2), 159– 166. https://doi.org/10.1007/s11858-012-0459-1

Lester, P. E., Inman, D., & Bishop, L. (2014). Handbook of test and measurement in education and in the social sciences. Lanham, Maryland: Rowman & Littlefield.

Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116(1), 75–98. https://doi.org/10.1037/0033-2909.116.1.75

Mathisen, G. E., & Bronnick, K. S. (2009). Creative self-efficacy: An intervention study. International Journal of Educational Research, 48(1), 21–29. https://doi.org/10.1016/J.IJER.2009.02.009

Mann, E. L. (2006). Creativity: The essence of mathematics. Journal for the Education of the Gifted, 30(2), 236–260. https://doi.org/10.4219/jeg-2006-264

May, B., & Fray, R. (2010). The influence of emotion, confidence, experience and practice on the learning process in mathematics. Learning and Teaching Mathematics, 8, 15-19.

Newell, A., Shaw, J. C., & Simon, H. A. (1962). The processes of creative thinking. In H. E. Gruber, G. Terrell, & M. Wertheimer (Eds.), The Atherton Press behavioral science series. Contemporary approaches to creative thinking: A symposium held at the University of Colorado (p. 63–119). Atherton Press. https://doi.org/10.1037/13117-003

Ngiamsunthorn, P. S. (2020). Promoting creative thinking for gifted students in undergraduate mathematics. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(1), 13-25. https://doi.org/10.23917/jramathedu.v5i1.9675

Nugroho, A. A., Nizaruddin, N., Dwijayanti, I., & Tristianti, A. (2020). Exploring students' creative thinking in the use of representations in solving mathematical problems based on cognitive style. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(2), 202 -217. https://doi.org/10.23917/jramathedu.v5i2.9983

Oriol, X., Amutio, A., Mendoza, M., Costa, S. D., & Miranda, R. (2016). Emotional creativity as predictor of intrinsic motivation and academic engagement in university students: The mediating role of positive emotions. Frontiers in Psychology, 7, Article 1243. https://doi.org/10.3389/fpsyg.2016.01243

Pásztor, A., Molnár, G., & Csapó, B. (2015). Technology-based assessment of creativity in educational context: the case of divergent thinking and its relation to mathematical achievement. Thinking Skills and Creativity, 18, 32- 42. https://doi.org/10.1016/j.tsc.2015.05.004

Pekrun, R., & Perry, R. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-García (eds), International Handbook of Emotions in Education (pp. 120–141). New York, NY: Routledge.

Radford, M. (2004). Emotion and Creativity. The Journal of Aesthetic Education, 38, 53-64. https://doi.org/10.1353/jae.2004.0007

Runco, M. A. (1993). Operant theories of insight, originality, and creativity. American Behavioral Scientist, 37(1), 54-67.

Rinkevich, J. L. (2014). The relationship among student creativity, curiosity, and academic intrinsic motivation: A mixed methods phenomenological study of sixth grade students (Doctoral dissertation). Indiana University of Pennsylvania, Pennsylvania, USA.

Sánchez-Ruiz, M. J., Hernández-Torrano, D., Pérez-González, J. C., Batey, M., & Petrides, K. V. (2011). The relationship between trait emotional intelligence and creativity across subject domains. Motivation and Emotion, 35, 461–473. https://doi.org/10.1007/s11031-011-9227-8

Sas, C., & Zhang, C. (2010). Investigating emotions in creative design. In B. T. Christensen, T. Kristensen, & S. Boztepe (eds), Proceedings of the 1st DESIRE Network Conference on Creativity and Innovation in Design (pp. 138-149). Aarhus, Denmark: ACM. https://doi.org/10.1177/0002764293037001006

Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM, 3, 75-80. https://doi.org/10.1007/s11858-997-0003-x

Silvia, P. J. (2006). Exploring the psychology of interest. New York: Oxford University Press.

Soroa, G., Balluerka, N., Hommel, B., Aritzeta, A. (2015). Assessing interactions between cognition, emotion, and motivation in creativity: The construction and validation of EDICOS. Thinking Skills and Creativity. 17, 45–58. https://doi.org/10.1016/j.tsc.2015.05.002

Sriraman, B., Haavold, P., & Lee, K. (2013). Mathematical creativity and giftedness: a commentary on and review of theory, new operational views, and ways forward. ZDM, 45(2), 215-225. https://doi.org/10.1007/s11858- 013-0494-6

Starko, A. J. (2013). Creativity in the classroom: Schools of curious delight. Pittsburgh, PA: Routledge.

Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3-15). Cambridge: Cambridge University Press.

Thompson, B. (1989). Why won’t stepwise methods die? Measurement and Evaluation in Counseling and Development, 21(4), 146-148.

Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137–1148. https://doi.org/10.2307/3069429

Tierney, P., & Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96, 277–293. https://doi.org/10.1037/a0020952

Torrance, E.P. (1966). The Torrance tests of creative thinking-norms-technical manual research edition-verbal tests, Forms A and B – Figural tests, Forms A and B. Princeton, NJ: Personnel Press.

Torrance, E. P. (1974). Torrance tests of creative thinking: Norms-technical manual. Bensenville, IL: Scholastic Testing Service.

Tzohar-Rozen, M., & Kramarski, B. (2014). Metacognition, motivation and emotions: Contribution of self-regulated learning to solving mathematical problems. Global Education Review, 1(4).

Wong, P. T. P. (2017). Meaning-centered approach to research and therapy, second wave positive psychology, and the future of humanistic psychology. The Humanistic Psychologist, 45(3), 207-216. https://doi.org/10.1037/hum0000062

Xolocotzin, U. (Ed.). (2017). Understanding emotions in mathematical thinking and learning. London, UK: Academic Press.

Yu, C. (2013). An empirical examination of a four-component of creative self-efficacy among undergraduate students. Journal of Applied Sciences, 13(19), 4092-4095. https://doi.org/10.3923/jas.2013.4092.4095

DOI: 10.23917/jramathedu.v6i2.12667

Article Metrics

Abstract view(s): 787 time(s)
PDF: 673 time(s)

Refbacks

  • There are currently no refbacks.