Creative self-efficacy: a comparative study of outstanding and ordinary students in the United Arab Emirates
Abstract
This study investigated the self-efficacy performance of outstanding and ordinary students. The study determined the level of creative self-efficacy among outstanding and ordinary students. A total of 76 undergraduates participated in the study, 37 outstanding students, and 39 ordinary students. Data were collected using an online survey questionnaire. The questionnaire consisted of the Abbott scale of creative self-efficacy. The scale contains 21 items that cover self-efficacy in creative thinking and self-efficacy in creative performance. The findings of the study showed that the level of creative self-efficacy is high among the participants. The results of the study revealed statistically significant differences due to gender variables in favour of male students. Similarly, significant differences are found in the total score of the Abbott scale of creative self-efficacy in favour of the outstanding students. The study offers several recommendations.
Keyword : creative self-efficacy, gender, ordinary students, outstanding students, performance
How to Cite
Ellala, Z. K., Abu-Attiyeh, J. H., Kaba, A., & Jabarah , T. A. (2023). Creative self-efficacy: a comparative study of outstanding and ordinary students in the United Arab Emirates. Creativity Studies, 16(2), 593–603. https://doi.org/10.3846/cs.2023.17013
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Shiu, Sh.-Ch., Lin, Sh.-Y., & Chien, H.-O. (2012). The relationship between learning motivation and innovative behavior in the university students from the perspective of creative self-efficacy. International Journal of Arts and Sciences, 5(5), 33–38.
Song, J. H. H., Loyal, S., & Lond, B. (2021). Metacognitive awareness scale, domain specific (MCAS-DS): Assessing metacognitive awareness during Raven’s progressive matrices. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.607577
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137–1148. https://doi.org/10.2307/3069429
Zhou, J., Shin, Sh. J., & Cannella, A. A. Jr. (2008). Employee self-perceived creativity after mergers and acquisitions: Interactive effects of threat – opportunity perception, access to resources, and support for creativity. The Journal of Applied Behavioral Science, 44(4), 397–421. https://doi.org/10.1177/0021886308328010
Al-Dhaimat, Y., Albdour, N. T., & Alshraideh, M. (2020). Creative self-efficacy and its’ relationship to intellectual stress among gifted students at the Jubilee school. World Journal of Education, 10(3), 208–219. https://doi.org/10.5430/wje.v10n3p208
Al-Zoubi, A. M. (2014). Faeiliat aldhaat alabdaeiat ladaa altalabat almawhubin wamaelimuhum fi al’urdun. Almajalat al’urduniyat fi aleulum altarbawia, 10(4), 475–488.
AlGhawi, M. A. (2017). Gifted education in the United Arab Emirates. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1368891
Azzam, al A. A. A., & Talafha, M. H. (2013). Mustawaa altafkir ma wara’ almaerifii waealaqatih bialkafa’at aldhaatiat almudrikat lieayinat min tulaab almarhalat al’iiedadiat fi daw’ baed almutaghayirat. Majalat aleulum altarbawiat walnafsia, 14(4), 577–612. https://doi.org/10.12785/JEPS/140418
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
Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18(4), 447–457. https://doi.org/10.1207/s15326934crj1804_4
Cooc, N. (2019). Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education, 83, 27–41. https://doi.org/10.1016/j.tate.2019.03.021
Diliello, T. C., Houghton, J. D., & Dawley, D. (2011). Narrowing the creativity gap: The moderating effects of perceived support for creativity. The Journal of Psychology: Interdiscplinary and Applied, 145(3), 151–172. https://doi.org/10.1080/00223980.2010.548412
Gibbs, Sh. R. (2009). Exploring the influence of task-specific self-efficacy on opportunity recognition perceptions and behaviors. Frontiers of Entrepreneurship Research, 29(6). https://www.academia.edu/2363821/EXPLORING_THE_INFLUENCE_OF_TASK_SPECIFIC_SELF_EFFICACY_ON_OPPORTUNITY_RECOGNITION_PERCEPTIONS_AND_BEHAVIORS
Heilat, M. Q. (2017). Alealaqat bayn ‘iibdae aliaktifa’ aldhaatii waltafkir wara’ almaerifi ladaa altaalibat fi barnamaj tadris diblum aldirasat aleulya almihniat fi ‘Abu Jamieat ‘Abuzabi. Almajalat aldawliat lilbuhuth altarbawia, 41(qadiat khasa), 245–279.
Jaussi, K. S., & Randel, A. E. (2014). Where to look? Creative self-efficacy, knowledge retrieval, and incremental and radical creativity. Creativity Research Journal, 26(4), 400–410. https://doi.org/10.1080/10400419.2014.961772
Karwowski, M. (2012). Did curiosity kill the cat? Relationship between trait curiosity, creative self-efficacy and creative personal identity. Europe’s Journal of Psychology, 8(4), 547–558. https://doi.org/10.5964/ejop.v8i4.513
Karwowski, M., Gralewski, J., Patston, T., Cropley, D. H., & Kaufman, J. C. (2020). The creative student in the eyes of a teacher: A cross-cultural study. Thinking Skills and Creativity, 35. https://doi.org/10.1016/j.tsc.2020.100636
Khambayat, Sh. R. (2017). Developing effective communication skills in students. Scholarly Research Journal for Interdisciplinary Studies, 4(37), 8799–8817. https://doi.org/10.21922/srjis.v4i37.10829
Khatena, J. (1995). Creative imagination and imagery. Gifted Education International, 10(3), 123–130. https://doi.org/10.1177/026142949501000307
Malik, M. A. R., Butt, A. N., & Choi, J. N. (2015). Rewards and employee creative performance: Moderating effects of creative self-efficacy, reward importance, and locus of control. Journal of Organizational Behavior, 36(1), 59–74. https://doi.org/10.1002/job.1943
Michael, L. A. H., Hou, Sh.-T., & Fan, H.-L. (2011). Creative self-efficacy and innovative behavior in a service setting: Optimism as a moderator. Journal of Creative Behavior, 45(4), 258–272. https://doi.org/10.1002/j.2162-6057.2011.tb01430.x
Mróz, A., & Ocetkiewicz, I. (2021). Creativity for sustainability: How do Polish teachers develop students’ creativity competence? Analysis of research results. Sustainability, 13(2). https://doi.org/10.3390/su13020571
Pannells, T. C., & Claxton, A. F. (2008). Happiness, creative ideation, and locus of control. Creativity Research Journal, 20(1), 67–71. https://doi.org/10.1080/10400410701842029
Runco, M. A. (2002). Creativity. In V. S. Ramachandran (Ed.-in-Chief), Encyclopedia of the human brain (Vol. 1: A–D, pp. 83–87). Academic Press. https://doi.org/10.1016/B0-12-227210-2/00111-4
Shiu, Sh.-Ch., Lin, Sh.-Y., & Chien, H.-O. (2012). The relationship between learning motivation and innovative behavior in the university students from the perspective of creative self-efficacy. International Journal of Arts and Sciences, 5(5), 33–38.
Song, J. H. H., Loyal, S., & Lond, B. (2021). Metacognitive awareness scale, domain specific (MCAS-DS): Assessing metacognitive awareness during Raven’s progressive matrices. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.607577
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137–1148. https://doi.org/10.2307/3069429
Zhou, J., Shin, Sh. J., & Cannella, A. A. Jr. (2008). Employee self-perceived creativity after mergers and acquisitions: Interactive effects of threat – opportunity perception, access to resources, and support for creativity. The Journal of Applied Behavioral Science, 44(4), 397–421. https://doi.org/10.1177/0021886308328010