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PREDICTORS OF CREATIVE SELF-EFFICACY, CREATIVE ROLE IDENTITY AND SELF-PERCEIVED CREATIVE BEHAVIOR
Abstract
The aim of this study is to investigate psychological factors contributing to the self-perceived creativity constructs (creative self-efficacy, creative role-identity and creative behavior). Based on previous findings, the first hypothesis is that the parents educational level will affect the way students think about their creative outcomes. Secondly, it has been investigated the role of intelligence and some integrated competencies (thinking, verbal) in creative self-efficacy. General intelligence was measured with Raven progressive matrices and the other cognitive competencies with two computer based instruments (Scrambled Adaptive Matrices, Spectrum Vocabulary Test). In order to assess students perception about their creative outcomes, a Self-perceived Creative Scale was used, which describes its three main constructs. Instruments were administered to N= 262 students with an average age M=24 years (SD = 8.60). The main results showed that the parents educational level has an effect on the relation between cognitive abilities and creativity levels. In addition, indicators of intelligence predict the self-perceived creative behavior. With regard to vocabulary performance, results suggest an effect on creative behavior in people with lower level of intelligence. This ability has a predictive value for participants with high level of intelligence on the studentsattitude concerning the role of performing creatively. These findings would be useful for practitioners and creativity researchers. Further results and implications were discussed.
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