Abstract

To prepare for students’ future employment, schools should consider enhancing their students’ creative ideation by linking it to innovation, which is key to success for most organizations. The present study aimed to investigate the relationship between the multiple variables of values (self-direction, stimulation and universalism) and creative self-efficacy (CSE), as they are related to creative ideation among undergraduate students. The participants consisted of 831 undergraduate students selected from five Thai public universities, through a convenience sampling approach, in which the analysis involved structural equation modeling and mediation analysis (bootstrapping technique). The results in this study indicated that the stimulation value directly predicted creative ideation. Creative self-efficacy had the strongest relationship with creative ideation. The findings also demonstrated that CSE was a mediator between the self-direction, stimulation values and creative ideation. Conversely, the universalism value presented a non-significant relationship with CSE and creative ideation, respectively. Perceiving the importance of human values and CSE toward creative ideation, instructional designers and instructors may apply this knowledge to designing classroom settings and effective instruction to promote students’ creativity as well as their beliefs in creative capabilities.

摘要

为了为学生的未来就业做准备，学校应考虑通过将其与创新联系起来来增强学生的创造力，这对大多数组织而言都是成功的关键。本研究旨在调查价值观的多个变量（自我指导，刺激和普遍主义）与创造力自我效能感（CSE）之间的关系，因为它们与大学生的创造力思维有关。通过便利抽样方法，参与者包括从五所泰国公立大学中选出的831名本科生，其中的分析涉及结构方程建模和中介分析（自举技术）。这项研究的结果表明，刺激值直接预测了创意。创造性自我效能感与创造性观念之间的关系最为密切。研究结果还表明，CSE是自我指导，激励价值和创新观念之间的中介。相反，普遍主义价值分别与CSE和创造性观念没有显着关系。意识到人类价值观和CSE对创意的重要性，教学设计师和讲师可以将这些知识应用到设计教室环境和有效教学中，以促进学生的创造力以及他们对创造能力的信念。分别。意识到人类价值观和CSE对创意的重要性，教学设计师和讲师可以将这些知识应用到设计教室环境和有效教学中，以促进学生的创造力以及他们对创造能力的信念。分别。意识到人类价值观和CSE对创意的重要性，教学设计师和讲师可以将这些知识应用到设计教室环境和有效教学中，以促进学生的创造力以及他们对创造能力的信念。