ABSTRACT

High self-efficacy is important in the ability of students to express their creativity, especially in academic settings. However, the research on creative misconceptions that may be influencing students’ self-efficacy is minimal. The purpose of this study is to explore school students’ ideas about creativity, where they originally obtained them, and whether they view themselves to be creative. A survey including several statements about creativity and creative ability reveals a number of conflicting perceptions students have as well as the probability that they hold a certain idea about their own creativity and their creativity relative to others. Self-efficacy and perceptions of creativity have the potential to impact students’ ability to express their own creativity, both in visual art courses and other courses. This study shines light on where these perceptions and misconceptions are from and how prevalent they are in school students’ lives. This is particularly useful information to impact how art teachers, classroom educators, and psychologists alike interpret the creative person and teach creativity in a variety of settings.

摘要

高自我效能对于学生表达创造力的能力很重要，尤其是在学术环境中。但是，关于可能影响学生自我效能的创造性误解的研究很少。这项研究的目的是探究学生关于创造力的想法，他们最初在哪里获得的以及他们是否认为自己具有创造力。一项包含关于创造力和创造力的若干陈述的调查揭示了学生的一些相互矛盾的看法，以及他们对自己的创造力和相对于他人的创造力持有某种观念的可能性。自我效能感和对创造力的看法有可能影响学生在视觉艺术课程和其他课程中表达自己的创造力的能力。这项研究揭示了这些观念和误解来自何处以及它们在学生生活中的普遍程度。这对于影响美术老师，课堂教育者和心理学家如何解释创意人并在各种环境中教授创意的方式特别有用。