Creativity Self-Efficacy Scale as a Predictor for Classroom Behavior in a Chinese Student Context

Abstract

Five hundred and forty five Chinese students participated in study aimed to examine multi-dimensionality of creativity self-efficacy and its contextual (i.e., classroom environment) correlates. Nearly all aspects in the What Happens in the Classroom Scale (e.g., student cohesiveness, investigation, and task orientation) were found to have significant, positive correlations with all subscales of creativity self-efficacy (e.g., idea generation, tolerance of ambiguity). Creativity self-efficacy was a predictor of classroom behavior.