LEARNING WITH CREATIVITY – CREATIVE SELF-REGULATED LEARNING AND ITS ASSOCIATION WITH ACADEMIC PERFORMANCE
Presenter Type
UNO Graduate Student (Doctoral)
Major/Field of Study
Psychology
Advisor Information
Distinguished Professor of I/O Psychology
Location
CEC RM #231
Presentation Type
Oral Presentation
Start Date
22-3-2024 1:00 PM
End Date
22-3-2024 2:15 PM
Abstract
Background: There is a global need to promote creativity in education. However, existing research often separates creativity from everyday learning processes, neglecting its inherent integration in learning.
Aims: This study introduced the concept of “Creative Self-Regulated Learning” (CSRL) to embed creativity within self-regulated learning as a problem-solving approach. Specifically, we provided the theoretical foundation of CSRL, presented its subdimensions (fluency, flexibility, originality, usefulness), investigated the associations between CSRL subdimensions and academic performance, and explored the roles of self-efficacy and feedback monitoring in an actual learning scenario.
Sample: Participants were 100 undergraduate students from a Psychological Statistics course.
Methods: Through a diary method, students reported their CSRL strategies, self-efficacy, and feedback monitoring every day for two weeks before the course exam, with exam performances recorded.
Results: CSRL strategies were codified into four dimensions: fluency (number of used strategies), flexibility (number of categories of used strategies), originality (unusualness of strategies within strategies pool among all participants), and usefulness (perceived effectiveness of used strategies). Participants’ overall levels of fluency and usefulness were positively correlated with their academic performance and self-efficacy; multilevel mediation analyses demonstrated that daily self-efficacy mediated the relations between both originality and usefulness with academic performance; dynamic structural equation models indicated that fluency and flexibility predicted feedback monitoring on the subsequent day, which in turn predicted the next day's perceived strategy usefulness.
Conclusion: The study introduces CSRL as a framework that merges creativity with self-regulated learning, highlighting how self-efficacy and feedback monitoring underpin CSRL’s ability to boost academic performance.
LEARNING WITH CREATIVITY – CREATIVE SELF-REGULATED LEARNING AND ITS ASSOCIATION WITH ACADEMIC PERFORMANCE
CEC RM #231
Background: There is a global need to promote creativity in education. However, existing research often separates creativity from everyday learning processes, neglecting its inherent integration in learning.
Aims: This study introduced the concept of “Creative Self-Regulated Learning” (CSRL) to embed creativity within self-regulated learning as a problem-solving approach. Specifically, we provided the theoretical foundation of CSRL, presented its subdimensions (fluency, flexibility, originality, usefulness), investigated the associations between CSRL subdimensions and academic performance, and explored the roles of self-efficacy and feedback monitoring in an actual learning scenario.
Sample: Participants were 100 undergraduate students from a Psychological Statistics course.
Methods: Through a diary method, students reported their CSRL strategies, self-efficacy, and feedback monitoring every day for two weeks before the course exam, with exam performances recorded.
Results: CSRL strategies were codified into four dimensions: fluency (number of used strategies), flexibility (number of categories of used strategies), originality (unusualness of strategies within strategies pool among all participants), and usefulness (perceived effectiveness of used strategies). Participants’ overall levels of fluency and usefulness were positively correlated with their academic performance and self-efficacy; multilevel mediation analyses demonstrated that daily self-efficacy mediated the relations between both originality and usefulness with academic performance; dynamic structural equation models indicated that fluency and flexibility predicted feedback monitoring on the subsequent day, which in turn predicted the next day's perceived strategy usefulness.
Conclusion: The study introduces CSRL as a framework that merges creativity with self-regulated learning, highlighting how self-efficacy and feedback monitoring underpin CSRL’s ability to boost academic performance.