国际高中生创意自我效能感研究.doc

High School Students Perceived Creativity Self-efficacy and Emotions in a Service Learning ContextAi-Girl Tan, Valerie Ho, Elizabeth Ho and Steve OwThe international journal of thinkingProblem solving,2008,18(2):115-126.Our study examined the relationship of creativity self-efficacy and emotions of high school students (n = 279) in Singapore before and after they attended a three to five-day international service learning program. Participants completed a creativity self efficacy scale, the Positive Affect and Negative Affect Scale (PANAS), Satisfaction With Life Scale (SWLS) and Subjective Happiness Scale (SHS). We found a positive, significant correlation between creativity efficacy and positive affect, life satisfaction and subjective happiness but negative correlation with negative mood affect. In addition, students whose creativity efficacy was moderately high were found to have reported higher ratings of life satisfaction after having participated in service learning. Our findings provide initial evidence suggesting that service learning with positive intervention is positively related to creativity self-efficacy and happiness of youth. International high school students perceived creativity self-efficacy Ai-Girl Tan, Alan Hill, Akio kikuch Korean journal of thinkingProblem solving,2008,18(1):105-115Atotal of 416 high school students rated their perceptions of creativity self-efficacy, emotions and achievement goal orientation. Three subscales of creativity self-efficacy were developed-abilities to generate novel ideas, tolerate uncertainty and focus. Affect was assessed using three scales: the Positive and Negative Affect Schedule, The Satisfaction with Life Scale and the Subjective Happiness Scale. An achievement goal-orientation scale was used to assess four possible achievement goal-orientations. Acceptable Cronbachs Alphas demonstrated the reliability of the scales and hence the appropriateness of using them with the international students. Creativity self-efficacy was positively correlated with positive affect and a mastery-approach orientation that was consistent with current theory and research findings. The relationships between the other three achievement goal-orientations (performance-approach, performance-avoidance, and mastery-avoidance) and creative self-efficacy were less clearly established. Each goal-orientation was positively correlated with some, but not all, aspects of creativity efficacy. The performance approach orientation was negativel