| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 365184 | Learning and Individual Differences | 2012 | 5 Pages |
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.
► Creativity self-beliefs (CSBs) are positively related to literacy achievement. ► CSBs explain variance in literacy achievement beyond fluid intelligence. ► CSBs are positively related to intrinsic and extrinsic motivation. ► CSBs are inversely related to amotivation. ► CSBs explain variance in in motivation beyond fluid intelligence.
