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Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps

Creativity is an important 21st Century skill that enhances students’ ability to see new opportunities, confront new challenges, and adapt flexibly to the changing study, work and life situations. To nurture students with strong self-efficacy in creative thinking is as important as the contexts and...

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Autores principales: Yan, Zi, Lee, John Chi-Kin, Hui, Sammy King Fai, Lao, Hongling
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9131007/
https://www.ncbi.nlm.nih.gov/pubmed/35645912
http://dx.doi.org/10.3389/fpsyg.2022.871781
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author Yan, Zi
Lee, John Chi-Kin
Hui, Sammy King Fai
Lao, Hongling
author_facet Yan, Zi
Lee, John Chi-Kin
Hui, Sammy King Fai
Lao, Hongling
author_sort Yan, Zi
collection PubMed
description Creativity is an important 21st Century skill that enhances students’ ability to see new opportunities, confront new challenges, and adapt flexibly to the changing study, work and life situations. To nurture students with strong self-efficacy in creative thinking is as important as the contexts and strategies involved in its application. But how to develop sustainable interventions (without generating excessive workload for teachers) to promote students’ self-efficacy in creativity is a long-lasting challenge. This study presents a simple and relatively cost-effective instructional intervention, i.e., self-assessment mind maps, and examines its effect on students’ self-efficacy in creativity, self-efficacy in learning English, and academic performance in English language tests. A pretest-posttest non-equivalent design was adopted for the experimental and control groups of students in a Hong Kong primary school in 2021/22 Spring semester. The results show that students from the experimental group significantly outperformed those from the control group on self-efficacy in creativity after the intervention. However, the intervention did not improve students’ self-efficacy and test performance in English learning. The findings demonstrate the potential of self-assessment mind maps as an effective and sustainable instruction intervention to promote students’ higher-order abilities. This study sheds light on designing sustainable instructional strategies for empowerment in creativity.
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spelling pubmed-91310072022-05-26 Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps Yan, Zi Lee, John Chi-Kin Hui, Sammy King Fai Lao, Hongling Front Psychol Psychology Creativity is an important 21st Century skill that enhances students’ ability to see new opportunities, confront new challenges, and adapt flexibly to the changing study, work and life situations. To nurture students with strong self-efficacy in creative thinking is as important as the contexts and strategies involved in its application. But how to develop sustainable interventions (without generating excessive workload for teachers) to promote students’ self-efficacy in creativity is a long-lasting challenge. This study presents a simple and relatively cost-effective instructional intervention, i.e., self-assessment mind maps, and examines its effect on students’ self-efficacy in creativity, self-efficacy in learning English, and academic performance in English language tests. A pretest-posttest non-equivalent design was adopted for the experimental and control groups of students in a Hong Kong primary school in 2021/22 Spring semester. The results show that students from the experimental group significantly outperformed those from the control group on self-efficacy in creativity after the intervention. However, the intervention did not improve students’ self-efficacy and test performance in English learning. The findings demonstrate the potential of self-assessment mind maps as an effective and sustainable instruction intervention to promote students’ higher-order abilities. This study sheds light on designing sustainable instructional strategies for empowerment in creativity. Frontiers Media S.A. 2022-05-11 /pmc/articles/PMC9131007/ /pubmed/35645912 http://dx.doi.org/10.3389/fpsyg.2022.871781 Text en Copyright © 2022 Yan, Lee, Hui and Lao. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Yan, Zi
Lee, John Chi-Kin
Hui, Sammy King Fai
Lao, Hongling
Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps
title Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps
title_full Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps
title_fullStr Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps
title_full_unstemmed Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps
title_short Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps
title_sort enhancing students’ self-efficacy in creativity and learning performance in the context of english learning: the use of self-assessment mind maps
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9131007/
https://www.ncbi.nlm.nih.gov/pubmed/35645912
http://dx.doi.org/10.3389/fpsyg.2022.871781
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