Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 5 Sayı: 3, 325 - 335, 15.08.2019
https://doi.org/10.12973/ijem.5.3.325

Öz

Kaynakça

  • Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376.
  • Amabile, T. M., Barsade, S. G., Mueller, J. S., & Staw, B. M. (2005). Affect and creativity at work. Administrative Science Quarterly, 50(3), 367-403.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Banks, J. A. (2007). An introduction to multicultural education (4th Ed.). Boston, MA: Allyn & Bacon.
  • Bosanquet, B. (1968). Three lectures on aesthetic. New York, NY: Kraus Reprint Company.
  • Bryant, F. B. (1989). A four-factor model of perceived control: Avoiding, coping, obtaining, and savoring. Journal of Personality, 57(4), 773-779.
  • Bryant, F. B., & Veroff, J. (1984).Dimensions of subjective mental health in American men and women. Journal of Health and Social Behavior, 25(2), 116-135.
  • Bryant, F. B., & Veroff, J. (2007). Savoring: A New Model of Positive Experience. New Jersey: Lawrence Erlbaum Associates.
  • Chang, Y. C. (2017). Construction on students' aesthetics experience scale. International Journal of Organizational Innovation. 10(1), 110-130.
  • Chen, Y. S., & Guo, M. C. (2013). Four-dimensional achievement goal effects on creative teaching performance: testing the mediating effects of creative self-efficacy and the cross-level moderating effects of team learning behavior. Journal of Research in Education Sciences, 58(3), 85-120.
  • Chen, L. Z. (2013). An exploratory study of the implications of holistic aesthetic experience for teaching. Research in Arts Education, 25, 109-135.
  • Clore, G. L., Schwarz, N., & Conway, M. (1994). Affective causes and consequences of social information processing. In R. S. Wyer & T. K. Srull (Eds.), Handbook of social cognition (pp. 344-535). Hillsdale, NJ: Lawrence Erlbaum.
  • Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Ed.), The handbook of creativity (pp. 313-335). New York: Cambridge University Press.
  • Davies, S., Higgins, K., Hopkins, R., Stecker, R., & Cooper, D. (2009). A companion to aesthetics. Malden, MA: Wiley-Blackwell.
  • Dewey, J. (1934). Art as experience. New York, NY: Perigree.
  • Dewey, J. (1981). Experience and nature, In J. Dewey (Ed.), John Dewey: The later works, 1 (1925-1953). Carbondale & Edwardsville: Southern Illinois University Press.
  • Fenner, D. E. W. (2003). Aesthetic experience and aesthetic analysis. Journal of Aesthetic Education, 37(1), 40-53.
  • Ferguson, Y. L., & Sheldon, K. M. (2013). Trying to be happier really can work: Two experimental studies. The Journal of Positive Psychology, 8(1), 23-33.
  • Fredrickson, B. L. (2005). Positive emotions. In C. R. Snyder & S. J. Lopez (Eds.). Handbook of positive psychology (pp. 120-134). New York: Oxford University Press.
  • Haase, J., Hoff, E. V., Hanel, P. H., & Innes-Ker, Å. (2018). A Meta- Analysis of the Relation between Creative Self-Efficacy and Different Creativity Measurements. Creativity Research Journal, 30(1), 1-16. DOI: 10.1080/10400419.2018.1411436
  • Hair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (7th Ed.). Upper Saddle River, New Jersey: Prentice Hall.
  • Hong, S. P., Huang, H. Y., & Lin, S. R. (2008). Do significant others’ feedback influence one’s creative behavior? Using structural equation modeling to examine creativity self- efficacy and creativity motivation mediation effect. Bulletin of Educational Psychology, 40(2), 303-322.
  • Hsu, M. L. A., Hou, S. T., & Fan, H. L. (2011). Creative self- efficacy and innovative behavior in a service setting: optimism as a moderator. Journal of Creative Behavior, 45(4), 258-272.
  • Lazarus, R. S. (1993). Coping theory and research: Past, present, and future. Psychosomatic Medicine, 55(3), 234-247.
  • Leder, H., Belke, B., Oeberst, A., & Augustin, D. (2004). A model of aesthetic appreciation and aesthetic judgments. Biritish Journal of Psychology, 95(4), 489-508.
  • Liang, C., & Chang, C. C. (2014). Predicting scientific imagination from the joint in uences of intrinsic motivation, self-efficacy, agreeableness, and extraversion. Learning and Individual Differences, 31, 36-42.
  • Lussier, C. (2010). Aesthetic literacy: The gold medal standard of learning excellence in dance. Physical and Health Education, 76(1), 40-44.
  • Lee, H. M., & Jeng, B. J. (2014). Effect of elementary school teachers' savoring on innovative behavior: Organizational innovation climate as moderating variable. Hua-Yi Journal of the Social Science and the Humanities, 30(1), 21-46.
  • Malik, M. A. R., Butt, A. N., & Choi, J. N. (2015). Rewards and employee creative performance: Moderating effects of creative self-efficacy, reward importance, and locus of control. Journal of Organizational Behavior, 36(1), 59-74.
  • Mathisen, G. E., & Bronnick, K. S. (2009). Creative self-efficacy: An intervention study. International Journal of Educational Research, 48(1), 21-29.
  • Maquet, J. (1986). The Aesthetic Experience: An Anthropologist Looks at the Visual Arts. New Haven and London: Yale University Press.
  • Nelson, D. L., & Simmons, B. L. (2003). Health psychology and work stress: A more positive approach. In J. C. Quick & L. E. Tetrick (Eds.), Handbook of occupational health psychology (pp. 97-119). Washington, DC: American Psychological Association.
  • Newman, A., Tse, H. H. M., Schwarz, G., & Nielsen, I. (2018). The effects of employees' creative self-efficacy on innovative behavior: the role of entrepreneurial leadership. Journal of Business Research, 89, 1-9. https://doi.org/10.1016/j.jbusres.2018.04.001
  • Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
  • Richards, R. (1997). Conclusions: when illness yields creativity. In M. A. Runco & R. Richards (Eds.), Eminent Creativity, everyday creativity, and Health (pp.485-450). Greenwich, CT: Ablex.
  • Robbins, S. P., & Coulter, M. (1999). Management. New York: Prentice-Hall.
  • Robbins, T. L. & Kegley, K. ( 2010 ). Playing with thinker toys to build creative abilities through online instruction. Thinking Skills and Creativity, 5, 40-48.
  • Runco, M. A. (2004). Personal creativity and culture. In S. Lau, A. N. N. Hui, & G. Y. C. Ng (Eds.), Creativity when east meets west (pp. 9-22). River Edge, NJ: World Scientic. 

  • Runco, M. A. (2008). Commentary: Divergent thinking is not synonymous with creativity. Psychology of Aesthetics, Creativity and the Arts, 2, 93-96.
  • Shalley, C. E., Zhou, J., & Oldham, G. R. (2004). The effects of personal and contextual characteristics on creativity: Where should we go from here? Journal of Management, 30(6), 933-958.
  • Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and non-experimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422-445.
  • Scott, S. G. & Bruce, R. A. (1994). Determinants of Innovative Behavior: A Path Model of Individual Innovation. Academy of Management Journal, 37(3), 580-606.
  • Seligman, M. E. P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of positive psychology (vol. 2, pp. 3-9). London: Oxford University Press.
  • Seligman, M. E., Rashid, T., & Parks, A. C. (2006). Positive psychotherapy. American Psychologist, 61(8), 774-788.
  • Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and non-experimental studies: New procedures and recommendations. Psychological Methods, 7, 422-445.
  • Simmons, B. L. (2002). Positive psychology at work: Savoring challenge and engagement. In R. Burke & D. L. Nelson (Eds.), Advancing women’s careers: Research and practice (pp. 273- 286). Oxford, UK: Blackwell.
  • Thurling, M., Evers, A. T., & Vermenulen, M. (2015). Toward a model of explaining teachers’ innovative behavior: A literature review. Review of Educational Research, 85(3), 430-471.
  • Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137-1148.
  • Tsai, Y. T. (2012). The Relationship between Creativity Self-Efficacy and Commitment to Organizational Change-The Moderating Effect of Employability (Unpublished Master’s Thesis). Chang Gung University, Taiwan.
  • Chang, S. H., Wang, C. L., & Lee, J. C. (2015). The Effects of Savoring on Individual Creativity: and the Moderated Mediatory Effects of Perceived School Support for Creativity. Chinese Journal of Science Education, 23(4), 397-419.
  • Zhou, J., & Hoever, I. J. (2014). Research on workplace creativity: A review and redirection. Annual Review of Organizational Psychology and Organizational Behavior, 1, 333-359.
  • Zhang, W. Q., & Shi, J. T. (2009). Effect of goal-oriented managers of development on creative atmosphere and creative behaviors. Scientific Research, 27(3), 459-465.
  • Zhang, S. X., Wang, Z. L., & Li, J. Q. (2015). The effects of savoring on individual creativity: The mediatory effects of creative self-efficacy and the moderated mediatory effects of perceived school support for creativity. Chinese Journal of Science Education, 23(4), 397-419.

The Effect of Teachers’ Savoring on Creative Behaviors: Mediating Effects of Creative Self-Efficacy and Aesthetic Experience

Yıl 2019, Cilt: 5 Sayı: 3, 325 - 335, 15.08.2019
https://doi.org/10.12973/ijem.5.3.325

Öz

This study aims to explore the effect of savoring of teachers at universities in Shandong, China, on their creative behaviors, using creative self-efficacy and aesthetic experience as mediators. This study adopted the use of questionnaires to investigate teachers at 32 universities in Shandong, China. 822 valid questionnaires were retrieved and were analyzed using structural equation model (SEM). Findings from this study include: 1. teachers’ savoring has a negative effect on creative behaviors; 2. teachers’ creative self-efficacy has a positive effect on creative behaviors; 3. teachers’ aesthetic experience has a positive effect on creative behaviors; 4. teachers’ savoring, mediated by creative self-efficacy, has a positive effect on creative behaviors; 5. teachers’ savoring, mediated by aesthetic experience, has a positive effect on creative behaviors.


Kaynakça

  • Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376.
  • Amabile, T. M., Barsade, S. G., Mueller, J. S., & Staw, B. M. (2005). Affect and creativity at work. Administrative Science Quarterly, 50(3), 367-403.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Banks, J. A. (2007). An introduction to multicultural education (4th Ed.). Boston, MA: Allyn & Bacon.
  • Bosanquet, B. (1968). Three lectures on aesthetic. New York, NY: Kraus Reprint Company.
  • Bryant, F. B. (1989). A four-factor model of perceived control: Avoiding, coping, obtaining, and savoring. Journal of Personality, 57(4), 773-779.
  • Bryant, F. B., & Veroff, J. (1984).Dimensions of subjective mental health in American men and women. Journal of Health and Social Behavior, 25(2), 116-135.
  • Bryant, F. B., & Veroff, J. (2007). Savoring: A New Model of Positive Experience. New Jersey: Lawrence Erlbaum Associates.
  • Chang, Y. C. (2017). Construction on students' aesthetics experience scale. International Journal of Organizational Innovation. 10(1), 110-130.
  • Chen, Y. S., & Guo, M. C. (2013). Four-dimensional achievement goal effects on creative teaching performance: testing the mediating effects of creative self-efficacy and the cross-level moderating effects of team learning behavior. Journal of Research in Education Sciences, 58(3), 85-120.
  • Chen, L. Z. (2013). An exploratory study of the implications of holistic aesthetic experience for teaching. Research in Arts Education, 25, 109-135.
  • Clore, G. L., Schwarz, N., & Conway, M. (1994). Affective causes and consequences of social information processing. In R. S. Wyer & T. K. Srull (Eds.), Handbook of social cognition (pp. 344-535). Hillsdale, NJ: Lawrence Erlbaum.
  • Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Ed.), The handbook of creativity (pp. 313-335). New York: Cambridge University Press.
  • Davies, S., Higgins, K., Hopkins, R., Stecker, R., & Cooper, D. (2009). A companion to aesthetics. Malden, MA: Wiley-Blackwell.
  • Dewey, J. (1934). Art as experience. New York, NY: Perigree.
  • Dewey, J. (1981). Experience and nature, In J. Dewey (Ed.), John Dewey: The later works, 1 (1925-1953). Carbondale & Edwardsville: Southern Illinois University Press.
  • Fenner, D. E. W. (2003). Aesthetic experience and aesthetic analysis. Journal of Aesthetic Education, 37(1), 40-53.
  • Ferguson, Y. L., & Sheldon, K. M. (2013). Trying to be happier really can work: Two experimental studies. The Journal of Positive Psychology, 8(1), 23-33.
  • Fredrickson, B. L. (2005). Positive emotions. In C. R. Snyder & S. J. Lopez (Eds.). Handbook of positive psychology (pp. 120-134). New York: Oxford University Press.
  • Haase, J., Hoff, E. V., Hanel, P. H., & Innes-Ker, Å. (2018). A Meta- Analysis of the Relation between Creative Self-Efficacy and Different Creativity Measurements. Creativity Research Journal, 30(1), 1-16. DOI: 10.1080/10400419.2018.1411436
  • Hair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (7th Ed.). Upper Saddle River, New Jersey: Prentice Hall.
  • Hong, S. P., Huang, H. Y., & Lin, S. R. (2008). Do significant others’ feedback influence one’s creative behavior? Using structural equation modeling to examine creativity self- efficacy and creativity motivation mediation effect. Bulletin of Educational Psychology, 40(2), 303-322.
  • Hsu, M. L. A., Hou, S. T., & Fan, H. L. (2011). Creative self- efficacy and innovative behavior in a service setting: optimism as a moderator. Journal of Creative Behavior, 45(4), 258-272.
  • Lazarus, R. S. (1993). Coping theory and research: Past, present, and future. Psychosomatic Medicine, 55(3), 234-247.
  • Leder, H., Belke, B., Oeberst, A., & Augustin, D. (2004). A model of aesthetic appreciation and aesthetic judgments. Biritish Journal of Psychology, 95(4), 489-508.
  • Liang, C., & Chang, C. C. (2014). Predicting scientific imagination from the joint in uences of intrinsic motivation, self-efficacy, agreeableness, and extraversion. Learning and Individual Differences, 31, 36-42.
  • Lussier, C. (2010). Aesthetic literacy: The gold medal standard of learning excellence in dance. Physical and Health Education, 76(1), 40-44.
  • Lee, H. M., & Jeng, B. J. (2014). Effect of elementary school teachers' savoring on innovative behavior: Organizational innovation climate as moderating variable. Hua-Yi Journal of the Social Science and the Humanities, 30(1), 21-46.
  • Malik, M. A. R., Butt, A. N., & Choi, J. N. (2015). Rewards and employee creative performance: Moderating effects of creative self-efficacy, reward importance, and locus of control. Journal of Organizational Behavior, 36(1), 59-74.
  • Mathisen, G. E., & Bronnick, K. S. (2009). Creative self-efficacy: An intervention study. International Journal of Educational Research, 48(1), 21-29.
  • Maquet, J. (1986). The Aesthetic Experience: An Anthropologist Looks at the Visual Arts. New Haven and London: Yale University Press.
  • Nelson, D. L., & Simmons, B. L. (2003). Health psychology and work stress: A more positive approach. In J. C. Quick & L. E. Tetrick (Eds.), Handbook of occupational health psychology (pp. 97-119). Washington, DC: American Psychological Association.
  • Newman, A., Tse, H. H. M., Schwarz, G., & Nielsen, I. (2018). The effects of employees' creative self-efficacy on innovative behavior: the role of entrepreneurial leadership. Journal of Business Research, 89, 1-9. https://doi.org/10.1016/j.jbusres.2018.04.001
  • Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
  • Richards, R. (1997). Conclusions: when illness yields creativity. In M. A. Runco & R. Richards (Eds.), Eminent Creativity, everyday creativity, and Health (pp.485-450). Greenwich, CT: Ablex.
  • Robbins, S. P., & Coulter, M. (1999). Management. New York: Prentice-Hall.
  • Robbins, T. L. & Kegley, K. ( 2010 ). Playing with thinker toys to build creative abilities through online instruction. Thinking Skills and Creativity, 5, 40-48.
  • Runco, M. A. (2004). Personal creativity and culture. In S. Lau, A. N. N. Hui, & G. Y. C. Ng (Eds.), Creativity when east meets west (pp. 9-22). River Edge, NJ: World Scientic. 

  • Runco, M. A. (2008). Commentary: Divergent thinking is not synonymous with creativity. Psychology of Aesthetics, Creativity and the Arts, 2, 93-96.
  • Shalley, C. E., Zhou, J., & Oldham, G. R. (2004). The effects of personal and contextual characteristics on creativity: Where should we go from here? Journal of Management, 30(6), 933-958.
  • Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and non-experimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422-445.
  • Scott, S. G. & Bruce, R. A. (1994). Determinants of Innovative Behavior: A Path Model of Individual Innovation. Academy of Management Journal, 37(3), 580-606.
  • Seligman, M. E. P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of positive psychology (vol. 2, pp. 3-9). London: Oxford University Press.
  • Seligman, M. E., Rashid, T., & Parks, A. C. (2006). Positive psychotherapy. American Psychologist, 61(8), 774-788.
  • Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and non-experimental studies: New procedures and recommendations. Psychological Methods, 7, 422-445.
  • Simmons, B. L. (2002). Positive psychology at work: Savoring challenge and engagement. In R. Burke & D. L. Nelson (Eds.), Advancing women’s careers: Research and practice (pp. 273- 286). Oxford, UK: Blackwell.
  • Thurling, M., Evers, A. T., & Vermenulen, M. (2015). Toward a model of explaining teachers’ innovative behavior: A literature review. Review of Educational Research, 85(3), 430-471.
  • Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137-1148.
  • Tsai, Y. T. (2012). The Relationship between Creativity Self-Efficacy and Commitment to Organizational Change-The Moderating Effect of Employability (Unpublished Master’s Thesis). Chang Gung University, Taiwan.
  • Chang, S. H., Wang, C. L., & Lee, J. C. (2015). The Effects of Savoring on Individual Creativity: and the Moderated Mediatory Effects of Perceived School Support for Creativity. Chinese Journal of Science Education, 23(4), 397-419.
  • Zhou, J., & Hoever, I. J. (2014). Research on workplace creativity: A review and redirection. Annual Review of Organizational Psychology and Organizational Behavior, 1, 333-359.
  • Zhang, W. Q., & Shi, J. T. (2009). Effect of goal-oriented managers of development on creative atmosphere and creative behaviors. Scientific Research, 27(3), 459-465.
  • Zhang, S. X., Wang, Z. L., & Li, J. Q. (2015). The effects of savoring on individual creativity: The mediatory effects of creative self-efficacy and the moderated mediatory effects of perceived school support for creativity. Chinese Journal of Science Education, 23(4), 397-419.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Lingke Kong Bu kişi benim

Yuan-cheng Chang Bu kişi benim

Yayımlanma Tarihi 15 Ağustos 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 5 Sayı: 3

Kaynak Göster

APA Kong, L., & Chang, Y.-c. (2019). The Effect of Teachers’ Savoring on Creative Behaviors: Mediating Effects of Creative Self-Efficacy and Aesthetic Experience. International Journal of Educational Methodology, 5(3), 325-335. https://doi.org/10.12973/ijem.5.3.325