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Investigating the Relationship Between Students’ Creative Self-efficacy and Their Creative Outcomes

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Tagged Division

K-12 & Pre-College Engineering

Page Count

11

Page Numbers

26.1042.1 - 26.1042.11

DOI

10.18260/p.24379

Permanent URL

https://strategy.asee.org/24379

Download Count

384

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Paper Authors

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Cameron Denson North Carolina State University

author page

Jennifer Buelin-Biesecker North Carolina State University

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Abstract

Investigating the Relationship Between Students’ Creative Self-Efficacy and their Creative Outcomes (RTP-Strand 5)This paper examines the relationship between creative self-efficacy and creativeoutcomes for students participating in an engineering summer camp at a major researchinstitution. The case has been made for an increased emphasis on creativity in technologyand engineering education yet, a perceived inability to assess creativity in students’ workcoupled with a lack of research in this area has prevented the inculcation of instructionalstrategies promoting creativity in STEM classrooms. In order to identify instructionalstrategies that help promote creativity in design, it is important to examine therelationship between students’ creative self-efficacy and their creative outcomes asmeasured by the Consensual Assessment Technique (CAT). High school studentsparticipating in a weeklong engineering summer camp engaged in an engineering designchallenge that produced a physical and/or working model. Images of the resultingmodels, technical drawings, and poster presentation materials were displayed on awebsite which was accessed by a team of seven independent expert raters. Creativeoutcomes were evaluated using a web-based version of the CAT as measured by theexpert raters. Online survey software featuring a series of Likert-type scales was used forratings. The raters viewed project images on larger computer screens and used notebooksto input their assessments. Student participants also completed a self-reporting creativeself-efficacy inventory scale. Correlational matrices were used to determine therelationship between students’ creative self-efficacy and their creative outcomes. Thisstudy will also report on the inter-rater reliability of the web-based version of the CAT aswell as its discriminant validity. The results and implications for K-12 technology andengineering education are discussed in this report.

Denson, C., & Buelin-Biesecker, J. (2015, June), Investigating the Relationship Between Students’ Creative Self-efficacy and Their Creative Outcomes Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24379

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015