Innovative behavioral intention and creativity achievement in design: Test of an integrated model

Abstract

Accumulating creative achievements is a way to represent design ability and competitiveness for design students. This study proposes to employ the theory of planned behavior to predict creative achievements and augments it with personal intrinsic and extrinsic relative benefits, significant others' expectation and evaluation, self-efficacy, and facilitating conditions that are believed to influence students' innovative behavioral intention. The hypothesized model was validated empirically using data for 277 students from industrial and visual designs. The results confirmed that both innovative behavioral intention and perceived behavioral control affect student's creative achievements significantly. Subjective norms and perceived behavioral control were significantly related to the intention to exhibit innovative behavior, but attitude was not. Additionally, self-efficacy exerts its influence on students' perceived behavioral control more significantly than other antecedent variables. This paper presents an integrated model that provides a direction to help design students to increase their creative achievements accumulation in a school environment. © 2013 Springer-Verlag Berlin Heidelberg.