Farzaneh Michaeli Manee; Sheler Abkhiz
Abstract
Aim: Taking into account the importance of creativity and the effective role of creative self-efficacy (CSE) in it, several attempts have been performed to develop appropriate measures. One of the multi-dimensional tools to assess CSE is Abbott’s (2010) creative self-efficacy inventory. The current ...
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Aim: Taking into account the importance of creativity and the effective role of creative self-efficacy (CSE) in it, several attempts have been performed to develop appropriate measures. One of the multi-dimensional tools to assess CSE is Abbott’s (2010) creative self-efficacy inventory. The current study is an attempt to investigate factor structure and psychometric properties of Abbott’s CSE Inventory (2010) in Persian sample. The other objectives were to examine the differences in CSE regarding age and gender.Methods: The participants of this study were students in the age range of 13-19 years and also were schooling in 7th-12th grades of West Azerbaijan high schools (N= 400). Abbott’s CSE Inventory (2010) and intellect/imagination subscale of five factors personality Mini-IPIP scale were used. CFA was executed using AMOS and the data was analysed by SPSS software.Results: Reliability coefficients of raters for creative thinking self-efficacy (CTSE) and creative performance self-efficacy (CPSE) were 0.96 and 0.97 respectively (p<0.01). In addition, internal consistency of the whole scale, CPSE, and CTSE based on Cronbach’s alpha was 0.95, 0.88, and 0.93 respectively. The results showed that two factors were identified by the EFA, with eigenvalues greater than 1. These two factors were retained with 59.529 % of the total variance. The CFA supported construct validity of the CSE Inventory and its multi-factor structure. Also, there was no difference between the genders in terms of CSE, while CSE and age were directly related.Conclusion: The current research revealed that the structure and psychometric properties of the CSE Inventory for the Iranian sample are adequate
E. Hassan pour; F. Michaeli manee; A. Esazadegan; A. Adine vand; S. Saadatmand
Volume 21, Issue 2 , December 2014, , Pages 19-44
Abstract
The present study seeks to examine the effectiveness of training emotional self-regulation and memory skills on reducing test anxiety among students. This research is semi-experimental with a control and experiment group. The statistical population includes all of the female students in Urmia secondary ...
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The present study seeks to examine the effectiveness of training emotional self-regulation and memory skills on reducing test anxiety among students. This research is semi-experimental with a control and experiment group. The statistical population includes all of the female students in Urmia secondary schools. Data were gathered from 45 students with test anxiety through Spielberger’s questionnaire. The samples were studied in two experiment groups and one control group (each 15 people). The participants answered Spielberger’s questionnaire after 2 weeks from the last interference session. Memory skills training was executed in eight 60-minute sessions, twice a week for the experiment group. The control group received no treatment. The data were analyzed through descriptive and inferential methods including the multivariate analysis of variance. Findings show that training emotional self-regulation and memory skills has a positive significant effect on reducing test anxiety (p<0/05). Also the LSD follow-up test showed that emotional self-regulation is more effective than memory skills in reducing test anxiety. Research findings show that although both memory skills and emotional self-regulation were effective in reducing test anxiety, the emotional self-regulation approach is more effective than training memory skills.
