Do creativity self-beliefs predict literacy achievement and motivation?

Dave Putwain, Rebecca Kearsley, Wendy Symes

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

Previous work has suggested that creativity self-beliefs show only small relations with academic achievement and may only be related to intrinsic, not extrinsic motivation. We set out to re-examine these relationships accounting for the multifaceted and process embedded nature of creativity self-beliefs and the full domain range of extrinsic motivation. One hundred and twenty-two secondary school pupils completed self-report measures of creativity self-beliefs and motivation and were administered as test of fluid intelligence. Creativity self-beliefs were positively related to teacher assessed literacy attainment, intrinsic and extrinsic motivation, and also inversely related to amotivation. Creativity self-beliefs accounted for a significant additional proportion of variance in both literacy achievement and in motivational measures, beyond that already accounted for by fluid intelligence. These findings suggest that it is important to attend to the multifaceted nature of creative self-beliefs and the full domain range of extrinsic motivation.
Original languageEnglish
Pages (from-to)370-374
JournalLearning and Individual Differences
Volume22
Issue number3
DOIs
Publication statusPublished - 2012

Fingerprint Dive into the research topics of 'Do creativity self-beliefs predict literacy achievement and motivation?'. Together they form a unique fingerprint.

  • Cite this