A Mediation Model of Creative Self-Efficacy on Creativity and Openness to Intellect among Students in Singapore: A Secondary Data Analysis from PISA 2022
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Abstract
This study is a secondary analysis of data from the Programme for International Student Assessment (PISA), which was collected by the Organization for Economic Co-operation and Development (OECD). The study has three main objectives: to examine the model fit of the mediation model of creative self-efficacy on creative and openness to intellect; (2) to analyze the direct and indirect effects of factors influencing Creativity and Openness to Intellect; and (3) to explore the mediating effect of Creative Self-Efficacy on Creative and Openness to Intellect. The research sample consists of 6,606 students from 163 schools in Singapore. The instrument used was a 32-item Likert scale questionnaire, with a reliability range between .82 and .92. This study employed path analysis and Sobel test techniques to examine mediation effects. The results indicated that the research model fit the empirical data. The creative school and class environment had a positive influence on creative and openness to intellect, both directly ( = .11) and indirectly (
= .18), with statistical significance at the .05 level. Similarly, the creative peer and family environment also had a positive influence on creative and openness to intellect, both directly (
= .13) and indirectly (
= .27), with statistical significance at the .05 level. The Sobel test confirmed that creative self-efficacy played a mediating role between both types of environments and students’ creative and openness to intellect. The explained variances for creativity and openness to intellect accounted for 36 percent. The findings from this study are beneficial for informing the design or refinement of educational policies and learning activities that support students’ creativity and openness to new ideas, with an emphasis on the collaborative involvement of all relevant stakeholders.
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