Creative Self-Efficacy: Correlates in Middle and Secondary Students

By R. Beghetto. 2006

554 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/06c0bd368aa870211814b44c04275809ff09846d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Maciej Karwowski
2. James C. Kaufman
3. R. Beghetto
4. John Baer
5. A. Gajda
6. Paul J Silvia
7. J. Baxter
8. J. Gralewski

In Social Psychology

1. Maciej Karwowski
2. James C. Kaufman
3. John Baer
4. R. Beghetto
5. J. Gralewski
6. A. Gajda
7. J. Baxter
8. G. Szumski

Citations in the corpus

• The Dynamics of Creative Self-Concept: Changes and Reciprocal Relations Between Creative Self-Efficacy and Creative Personal Identity (2016, background): “, 2009–2010; Silvia, Nusbaum, Berg, Martin, & O’Connor, 2009), as well as strongly related to mastery and performanceapproach orientations while studying (Beghetto, 2006), intellectual curiosity (Karwowski, 2012), optimism (Li & Wu, 2011), and the tendency for radical rather than incremental creativ”
• The Structural Relationships Between Optimism and Innovative Behavior: Understanding Potential Antecedents and Mediating Effects (2011, background): “Plenty of research findings have supported the relationships among creative personality, creative self-efficacy, and creative performance in classrooms (Beghetto, 2006, 2007; Lemons, 2006; Prabhu, Sutton, & Sauser, 2008) and in organizations (Choi, 2004; Jaussi, Randel, & Dionne, 2007; Laws, 2003; P”
• Is creativity without intelligence possible? A Necessary Condition Analysis (2016, background): “To achieve creative accomplishments, one has to start by making a decision to engage in creative activity as such (Sternberg, 2002), possess high and adequate creative self-efficacy (Beghetto, 2006; Karwowski, 2011), be open (Feist, 1998; Jauk, Benedek, & Neubauer, 2014), invest time in training (Er”
• I can do it, so can you: The role of leader creative self-efficacy in facilitating follower creativity (2016, background): “The second reason why high-CSE leaders are likely to encourage follower creativity is that such leaders tend to be willing to adopt nonconforming and diversified perspectives from their followers (Beghetto, 2006).”
• The creative self: Effect of beliefs, self-efficacy, mindset, and identity. (2017, background): “Previous work has provided useful insights into potential correlates—including everything from personality traits, motivational beliefs, and environmental supports (Beghetto, 2006; Karwowski, 2011, 2015; Tierney & Farmer, 2002) to creative activity and achievement (Silvia, Wigert, Reiter-Palmon, & K”
• Beyond Big and Little: The Four C Model of Creativity (2009, background): “Moreover, Beghetto (2006) found that middle and secondary students’ reports of teachers providing positive feedback on their creativity was the strongest unique predictor of students’ beliefs in their own creativity.”
• Creative Learning: A Fresh Look (2016, background): “Prior research has demonstrated that perceived teacher support is a key factor in predicting whether students will have confidence in their ideas (Beghetto, 2006) and be willing to take the risks necessary to share those ideas (Beghetto, 2009).”
• How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective (2018, background): “, Elaldi & Batdi, 2016; Gajda, Karwowski, & Beghetto, 2017), and student intrinsic motivation and creative self-efficacy (Beghetto, 2006).”
• Toward Untangling Creative Self-Beliefs (2017, background): “Our recommendations differ from how we (and other creativity researchers) have typically measured CSE in prior studies (e.g., Beghetto, 2006; Karwowski, 2011, 2012; Pretz & McCollum, 2014; Tierney & Farmer, 2002).”