Longitudinal Analysis of Creative and Entrepreneurial Self-Efficacy in Undergraduates
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| Title: | Longitudinal Analysis of Creative and Entrepreneurial Self-Efficacy in Undergraduates |
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| Language: | English |
| Authors: | Paula Álvarez-Huerta (ORCID |
| Source: | Journal of Creative Behavior. 2025 59(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Longitudinal Studies, Self Efficacy, Entrepreneurship, Learner Engagement, Learning Experience, Creativity, Professional Development, Gender Differences, Undergraduate Students, Foreign Countries |
| Geographic Terms: | Spain |
| DOI: | 10.1002/jocb.1532 |
| ISSN: | 0022-0175 2162-6057 |
| Abstract: | Creativity and entrepreneurship are fundamental to the personal and professional development of new generations and for social progress in general. The primary aim of this study was to analyze changes in the creative and entrepreneurial self-efficacy of undergraduates as they progress through university, and to examine whether these trajectories are influenced by gender. We also explored the impact of engagement on students' creative and entrepreneurial self-efficacy. The sample comprised 200 undergraduates attending a Spanish university, all of whom completed various measures in Years 1 and 4 of their degree program. Results showed an increase in creative self-efficacy over time, but no change in entrepreneurial self-efficacy. Gender had no effect on these trajectories. Two dimensions of student engagement were found to be associated with an increase in both creative and entrepreneurial self-efficacy by the end of undergraduate study. From a practical point of view, the findings suggest the need to promote learning experiences involving participation in high-impact practices and reflective and integrative learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474559 |
| Database: | ERIC |
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| Abstract: | Creativity and entrepreneurship are fundamental to the personal and professional development of new generations and for social progress in general. The primary aim of this study was to analyze changes in the creative and entrepreneurial self-efficacy of undergraduates as they progress through university, and to examine whether these trajectories are influenced by gender. We also explored the impact of engagement on students' creative and entrepreneurial self-efficacy. The sample comprised 200 undergraduates attending a Spanish university, all of whom completed various measures in Years 1 and 4 of their degree program. Results showed an increase in creative self-efficacy over time, but no change in entrepreneurial self-efficacy. Gender had no effect on these trajectories. Two dimensions of student engagement were found to be associated with an increase in both creative and entrepreneurial self-efficacy by the end of undergraduate study. From a practical point of view, the findings suggest the need to promote learning experiences involving participation in high-impact practices and reflective and integrative learning. |
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| ISSN: | 0022-0175 2162-6057 |
| DOI: | 10.1002/jocb.1532 |
