UNESCO-NIE Centre for Arts Research in Education (CARE)

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Name of Author: 
Ho, Valerie Xiu Hui
Thesis (M.A.) (Applied Psychology) National Institute of Education, Nanyang Technological University
Tan, Ai-Girl
Year of completion: 
Country of Research Data: 

The dissertation examined the creativity efficacy of Singaporean secondary school students. The study referred to the theoretical frameworks of Amabile’s social componential model of creativity and Bandura’s social cognitive learning, particularly the concept of efficacy and development of efficacious scales. A Creativity Efficacy Scale comprising three components of efficacies: Creativity-relevant, domain-relevant, and affect (which signifies the presence of task motivation) was designed, and 389 secondary school students participated in the study. Creativity-relevant efficacies comprised four scales: Creativity Self-efficacy (cognitive), Creativity Self-efficacy (affect), Perceived Creativity Self-efficacy (cognitive) and Perceived Creativity Selfefficacy (affect). Domain-relevant efficacies comprised three scales: Service Learning Self-efficacy, International Self-efficacy and Civic Self-efficacy. In addition, the students noted their affect using the instruments: Positive Affect and Negative Affect Schedule, Satisfaction With Life Scale, and Subjective Happiness Scale. Likert scales were used to measure the participants’ efficacies and affect (1-5) as well as life satisfaction and happiness (1-7). The study showed that Singaporean students in the study perceived themselves with moderate creativity efficacies. The same level of belief was observed in their ratings of their expectations from peers. The efficacy scales were found to be significantly and positively correlated with domain-relevant efficacies and positive affect but negatively correlated with negative affect. Females were found to have significantly higher levels of perceived creativity efficacy (cognitive) and perceived creativity efficacy (affect), than males.

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