Creative self-efficacy and its relationship to peer feedback.
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| Title: | Creative self-efficacy and its relationship to peer feedback. |
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| Authors: | Costley, Jamie1 (AUTHOR), Southam, Ashleigh2 (AUTHOR), Boitcov, Maxim3 (AUTHOR), Zhang, Han3 (AUTHOR), Shulgina, Galina3 (AUTHOR), Baldwin, Matthew4 (AUTHOR), Fanguy, Mik5 (AUTHOR) mfanguy@eduhk.hk |
| Source: | Innovations in Education & Teaching International. Apr2026, Vol. 63 Issue 2, p370-383. 14p. |
| Subject Terms: | *Psychological feedback, *Creative writing, *Creative ability, *Educational cooperation, Self-efficacy, Cooperation |
| Abstract: | Creativity plays a pivotal role in educational collaboration, with peer feedback both enhancing and inhibiting creative expression. Understanding how individuals with high creative self-efficacy respond to feedback is critical for fostering creativity. This study examined the relationships between creative self-efficacy, peer feedback and collaboration using a quantitative correlational design. Data were collected from 192 Korean university students in a 16-week writing course. Participants completed an 18-item survey measuring creative self-efficacy, creative identity and collaborative attitudes. Students performed writing tasks on Google Docs, exchanging peer feedback. Results revealed that while creative self-efficacy correlated with positive feedback attitudes, highly creative individuals were less likely to implement feedback. This suggests a resistance to peer suggestions, highlighting the need for greater autonomy in choosing feedback type and timing. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Creativity plays a pivotal role in educational collaboration, with peer feedback both enhancing and inhibiting creative expression. Understanding how individuals with high creative self-efficacy respond to feedback is critical for fostering creativity. This study examined the relationships between creative self-efficacy, peer feedback and collaboration using a quantitative correlational design. Data were collected from 192 Korean university students in a 16-week writing course. Participants completed an 18-item survey measuring creative self-efficacy, creative identity and collaborative attitudes. Students performed writing tasks on Google Docs, exchanging peer feedback. Results revealed that while creative self-efficacy correlated with positive feedback attitudes, highly creative individuals were less likely to implement feedback. This suggests a resistance to peer suggestions, highlighting the need for greater autonomy in choosing feedback type and timing. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14703297 |
| DOI: | 10.1080/14703297.2025.2471404 |
