Self-efficacy in creativity and curiosity as predicting creative emotions
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 litt...
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| Format: | UMS Journal (OJS) |
| Language: | eng |
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Universitas Muhammadiyah Surakarta
2021
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| Online Access: | https://journals.ums.ac.id/index.php/jramathedu/article/view/12667 |
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| author | Daher, Wajeeh Gierdien, Faaiz Anabousy, Ahlam |
| author_facet | Daher, Wajeeh Gierdien, Faaiz Anabousy, Ahlam |
| author_sort | Daher, Wajeeh |
| collection | OJS |
| description | 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. |
| format | UMS Journal (OJS) |
| id | oai:ojs2.journals.ums.ac.id:article-12667 |
| institution | Universitas Muhammadiyah Surakarta |
| language | eng |
| publishDate | 2021 |
| publisher | Universitas Muhammadiyah Surakarta |
| record_format | ojs |
| spelling | oai:ojs2.journals.ums.ac.id:article-12667 Self-efficacy in creativity and curiosity as predicting creative emotions Daher, Wajeeh Gierdien, Faaiz Anabousy, Ahlam Mathematics Education Self-efficacy, creativity, curiosity, emotions, predictor 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. Universitas Muhammadiyah Surakarta 2021-03-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Quantitative application/pdf https://journals.ums.ac.id/index.php/jramathedu/article/view/12667 10.23917/jramathedu.v6i2.12667 JRAMathEdu (Journal of Research and Advances in Mathematics Education); Volume 6 Issue 2 April 2021; 86-99 2541-2590 2503-3697 10.23917/jramathedu.v6i2 eng https://journals.ums.ac.id/index.php/jramathedu/article/view/12667/6494 Middle East Grades 8-10 Copyright (c) 2021 Wajeeh Daher, Faaiz Gierdien, Ahlam Anabousy http://creativecommons.org/licenses/by/4.0 |
| spellingShingle | Mathematics Education Self-efficacy, creativity, curiosity, emotions, predictor Daher, Wajeeh Gierdien, Faaiz Anabousy, Ahlam Self-efficacy in creativity and curiosity as predicting creative emotions |
| title | Self-efficacy in creativity and curiosity as predicting creative emotions |
| title_full | Self-efficacy in creativity and curiosity as predicting creative emotions |
| title_fullStr | Self-efficacy in creativity and curiosity as predicting creative emotions |
| title_full_unstemmed | Self-efficacy in creativity and curiosity as predicting creative emotions |
| title_short | Self-efficacy in creativity and curiosity as predicting creative emotions |
| title_sort | self efficacy in creativity and curiosity as predicting creative emotions |
| topic | Mathematics Education Self-efficacy, creativity, curiosity, emotions, predictor |
| topic_facet | Mathematics Education Self-efficacy, creativity, curiosity, emotions, predictor |
| url | https://journals.ums.ac.id/index.php/jramathedu/article/view/12667 |
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