The fostering of creativity in higher education has been linked to enhanced professional competences and personal development among students. The main aim of this study was to examine the relationship between student engagement and creative self-concept in undergraduates. The sample comprised 775 students (51.61 % female, 46.32 % male, 2.07 % other) from two Spanish universities, ranging in age from 17 to 43 years (M = 20.78, SD = 2.65). Students from the first and final year of various degree programs completed the National Survey of Student Engagement and a measure of creative self-concept. Results showed a positive relationship between student engagement and creative self-concept, as well as differences by gender, field of study, and academic year with regard to the dimensions of engagement that contributed most to enhanced creative confidence beliefs. The study highlights the importance of ensuring that students in higher education have the opportunity to participate in collaborative learning, meaningful interactions with faculty, higher-order learning, reflective and integrative learning, and high-impact practices. Higher-order learning and reflective and integrative learning appear to be particularly important in the early stages of a degree program, whereas with senior students, greater emphasis should be placed on reflective and integrative learning and high-impact practices.

高等教育中创造力的培养与学生专业能力的增强和个人发展有关。这项研究的主要目的是检验学生的参与度与大学生的创造性自我概念之间的关系。样本包括来自西班牙两所大学的775名学生（男51.61％，男46.32％，其他2.07％），年龄从17岁到43岁不等（M  = 20.78，SD = 2.65）。各个学位课程的第一年和最后一年的学生都完成了《全国学生参与度调查》，并衡量了创造性的自我概念。结果表明，学生参与度与创造性自我概念之间存在正相关关系，并且性别，学习领域和学年之间在参与度方面的差异最大，这有助于增强创造性信心。该研究强调了确保高等教育学生有机会参与协作学习，与教师进行有意义的互动，高阶学习，反思性和整合性学习以及高影响力实践的重要性。在学位课程的早期阶段，高阶学习以及反思性和整合性学习显得尤为重要，