REPOZYTORIUM UNIWERSYTETU
W BIAŁYMSTOKU
UwB

  1. Repozytorium Uniwersytetu w Białymstoku
  2. Czasopisma naukowe / Journals
  3. Creativity. Theories – Research – Applications
  4. Creativity. Theories – Research – Applications, 2020, Vol. 7, Issue 1

Szukanie zaawansowane
  • Zespoły i Kolekcje


  • Zaloguj się
  • Zarejestruj się
  • Mój RUB
  • FAQ
  • Polityka
  • Regulamin
  • DOI
  • Instrukcja
  • Aspekty prawne
  • Open Access
  • Archiwum


  • Kontakt
  • O Dspace
  • Strona Biblioteki
  • Strona Uczelni



    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/20008
    Pełny rekord metadanych
    Pole DCWartośćJęzyk
    dc.contributor.authorNemeržitski, Stanislav-
    dc.contributor.authorHeinla, Eda-
    dc.date.accessioned2026-04-07T09:21:56Z-
    dc.date.available2026-04-07T09:21:56Z-
    dc.date.issued2020-
    dc.identifier.citationCreativity. Theories – Research – Applications, Vol. 7, Issue 1, 2020, pp. 183-207pl
    dc.identifier.issn2354-0036-
    dc.identifier.urihttp://hdl.handle.net/11320/20008-
    dc.description.abstractContext. Teachers' creative self-efficacy (CSE), or personal beliefs about one's own abilities to recognize and produce creative outcomes, is believed to be one of the factors that support creativity in the classroom and is connected to general self-esteem. Objectives and design. In the present paper, two studies were conducted to map Estonian teachers' CSE and the factors, beliefs and attitudes towards creativity that are related to it, as well as how teachers transfer their CSE into their everyday activities in the classroom. In the first study, Estonian adaptation of Rubenstein et al. (2013) Teaching for Creativity Scales and Rosenberg Self-Esteem Scale (Pullmann & Allik, 2000) were used. The second study was based on a qualitative analysis, using in-service teachers' self-reports focusing on their teaching practices. Main outcomes. As a result of both studies, a framework for understanding teachers' CSE is proposed, where selfesteem and perceived societal value of creativity are associated with the manifestation of CSE in the classroom, which in turn transfers into enhancing creativity through teaching for creativity and creative teaching.pl
    dc.language.isoenpl
    dc.publisherUniversity of Białystokpl
    dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 3.0 License-
    dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/-
    dc.subjectTeachers’ creative self-efficacypl
    dc.subjectCreative teachingpl
    dc.subjectClassroompl
    dc.subjectSelf-esteempl
    dc.titleTeachers’ Creative Self-Efficacy, Self-Esteem, and Creative Teaching in Estonia: a Framework for Understanding Teachers' Creativity-Supportive Behaviourpl
    dc.typeArticlepl
    dc.rights.holder© 2020 Stanislav Nemeržitski, Eda Heinla, published by University of Białystokpl
    dc.rights.holderThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.pl
    dc.identifier.doi10.2478/ctra-2020-0011-
    dc.description.EmailStanislav Nemeržitski: stanislav.nemerzhitski@gmail.compl
    dc.description.EmailEda Heinla: eda.heinla@tlu.eepl
    dc.description.AffiliationStanislav Nemeržitski - Tallinn University, Estoniapl
    dc.description.AffiliationEda Heinla - Tallinn University, Estoniapl
    dc.description.referencesAljughaiman, A., & Mowrer-Reynolds, E. (2005). Teachers’ conceptions of creativity and creative students. Journal of Creative Behavior, 39, 17-34.pl
    dc.description.referencesAmerican Psychological Association. (2002). Ethical principles of psychologists and code of conduct (Amended February 20, 2010). American Psychologist, 57, 1060-1073.pl
    dc.description.referencesAndiliou, A., & Murphy, P.K. (2010). Examining variations among researchers’ and teachers’ conceptualizations of creativity: A review and synthesis of contemporary research. Educational Research Review, 5, 201-219.pl
    dc.description.referencesBeghetto, R.A. (2006). Creative Self-Efficacy: Correlates in Middle and Secondary Students. Creativity Research Journal, 18(4), 447-457.pl
    dc.description.referencesBeghetto, R.A. (2017). Creativity in Teaching. In J.C. Kaufman, V.P. Glăveanu, & J. Baer (Eds.), The Cambridge Handbook of Creativity Across Domains (pp. 549-561). Cambridge University Press.pl
    dc.description.referencesBeghetto, R.A., & Karwowski, M. (2017). Toward Untangling Creative Self-Beliefs. In M. Karwowski & J.C. Kaufman (Eds.). The Creative Self: Effect of Beliefs, Self-Efficacy, Mindset, and Identity (pp. 3-22). London, UK: Academic Press. http://dx.doi.org/10.1016/B978-0-12-809790-8.00001-7.pl
    dc.description.referencesBeghetto, R.A., Kaufman, J.C., & Baxter, J. (2011). Answering the Unexpected Questions: Exploring the Relationship Between Students’ Creative Self-Efficacy and Teacher Ratings of Creativity. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 342-349.pl
    dc.description.referencesBereczki, E.O., & Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review 23, 25-56.pl
    dc.description.referencesBrowne, M.W., MacCallum, R.C., Kim, C.-T., Andersen, B.L., & Glaser, R. (2002). When fit indices and residuals are incompatible, Psychological Methods, 7, 403-421.pl
    dc.description.referencesByrne, B.M., & Campbell, T.L. (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: A look beneath the surface. Journal of Cross-Cultural Psychology, 30, 555-574. doi: 10.1177=0022022199030005001pl
    dc.description.referencesCayirdag, N. (2017). Creativity fostering teaching: Impact of creative self-efficacy and teacher efficacy. Educational Sciences: Theory & Practice, 17, 1959-1975.pl
    dc.description.referencesCantero, M.-J., Alfonso-Benlliure, V., & Melero, R. (2016). Creativity in Middle Childhood: Influence of Perceived Maternal Sensitivity, Self-esteem, and Shyness. Creativity Research Journal, 28(1), 105-113.pl
    dc.description.referencesChen, F., Curran, P.J., Bollen, K.A., Kirby, J. & Paxton, P. (2008). An empirical evaluation of the use of fixed cut-off points in RMSEA test statistic in structural equation models. Sociological Methods & Research, 36 (4), 462-494.pl
    dc.description.referencesChien-Chih, C., Mei-Yao, H., Tzu-Wen, L., Jing-Horng, L.F., Yi-Hsiang, C., & Jui-Fu, C. (2019). Moderating Effect of Self-Esteem on the Relationship between Perfectionism and Creative Thinking among Collegiate Dancers. Creativity Research Journal, 31(2), 188-197.pl
    dc.description.referencesCraft, A. (2000). Creativity across the primary curriculum: framing and developing practice. London: Routledge.pl
    dc.description.referencesCraft, A. (2001). Little c creativity. In A. Craft, B. Jeffrey, & M. Leibling (Eds.), Creativity in Education (pp. 45-61). London: Continuum.pl
    dc.description.referencesCraft, A. (2009). Changes in the Landscape for Creativity in Education. In A. Wilson (ed), Primary Education, 2nd ed. (pp. 5-21). Exeter: Learning Matters Ltd.pl
    dc.description.referencesCreswell, J.W., Plano Clark, V.L., Gutmann, M.L., & Hanson, W.E. (2003). Advanced mixed methods research designs. In A Tashakkori. and C Teddlie. (Eds.), Handbook of Mixed Methods in Social and Behavioral Research, (pp. 209-240). Thousand Oaks, California: Sage Publications.pl
    dc.description.referencesDeng, X.P., Zhang, X.K. (2011). Understanding the relationship between self-esteem and creativity: A meta-analysis. Advances in Psychological Science, 19 (5), 645-651.pl
    dc.description.referencesDilekli, Y., & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151.pl
    dc.description.referencesGoldsmith, R.E., & Matherly, T.A. (1988). Creativity and self-esteem: A multiple operationalization validity study. The Journal of Psychology, 122(1), 47-56.pl
    dc.description.referencesGoldsmith, R.E., & Matherly, T.A. (2012). Creativity and self-esteem: A multiple operationalization validity study. The Journal of Psychology Interdisciplinary and Applied, 122(1), 47-56. doi: 10.1080/00223980.1988.10542942pl
    dc.description.referencesGralewski, J., & Karwowski, M. (2016). Are Teachers’ Implicit Theories of Creativity Related to the Recognition of Their Students’ Creativity? Journal of Creative Behavior, 52(2), 156-167. doi: 10.1002/jocb.140pl
    dc.description.referencesHartley, K.A., Plucker, J.A., & Long, J.A. (2016). Creative self-efficacy and teacher ratings of student creativity in Chinese elementary classrooms. Thinking Skills and Creativity, 22, 142-151. doi: 10.1016/j.tsc.2016.1.001pl
    dc.description.referencesHoff, E. V., & Carlsson, I. (2011). Teachers are not always right: Links between teacher ratings and students’ creativity scores, self-images, and self-ratings in school subjects. The Open Educational Journal, 4, 120-129.pl
    dc.description.referencesHorng, J.S., Hong, J.C., ChanLin, L.J., Chang, S.H., & Chu, H.C. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies, 29(4), 352-358.pl
    dc.description.referencesHu, L.T. & Bentler, P.M. (1999). Cut-off criteria for fit indexes in covariance structure analysis. Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.pl
    dc.description.referencesHuang, X., Lee, C., & Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity. Teaching and Teacher Education, 84, 57-65.pl
    dc.description.referencesHung, S.-P. (2018). Validating the creative self-efficacy student scale with a Taiwanese sample: An item response theory-based investigation. Thinking Skills and Creativity, 27, 190-203.pl
    dc.description.referencesJeffrey, B. (2006). Creative teaching and learning: towards a common discourse and practice. Cambridge Journal of Education, 36(3), 399-414.pl
    dc.description.referencesJeffrey, B., & Craft, A. (2004). Teaching creatively and teaching for creativity. Distinctions and relationships. Educational Studies, 30(1), 77-87.pl
    dc.description.referencesKampylis, P., Berki, E., & Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking Skills and Creativity, 4, 15-29.pl
    dc.description.referencesKarwowski, M. (2011). It doesn’t hurt to ask ... But sometimes it hurts to believe: Polish students’ creative self-efficacy and its predictors. Psychology of Aesthetics, Creativity, and the Arts, 5(2), 154-164. doi: dx.doi.org/10.1037/a0021427pl
    dc.description.referencesKarwowski, M. (2014). Creative Mindset: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8, 62-70.pl
    dc.description.referencesKarwowski, M. (2016). The dynamics of creative self-concept: Changes and reciprocal relations between creative self-efficacy and creative personal identity. Creativity Research Journal, 28(1), 99-104. doi: 10.1080/10400419.2016.1125254pl
    dc.description.referencesKarwowski, M., & Barbot, B. (2016). Self-beliefs and creativity in developmental context. In J. C. Kaufman, & J. Baer (Eds.), Cambridge companion to creativity in reason and development (pp. 302-326). Cambridge: Cambridge University Press.pl
    dc.description.referencesKaufman, J.C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13(1), 1-12.pl
    dc.description.referencesKaufman, J.C., Beghetto, R.A., & Watson, C. (2016). Creative metacognition and selfratings of creative performance: A 4-C perspective. Leaning and Individual Differences, 51, 394-399. http://dx.doi.org/10.1016/j.lindif.2015.05.004pl
    dc.description.referencesKharkurin, A.V. (2017). Does the Eye of the Beholder Construct Beauty? Contributions of Self-Efficacy Factors to Divergent Thinking Traits. Creativity Research Journal, 29(4), 370-376. Doi: 10.1080/10400419.2017.1376493pl
    dc.description.referencesKõiv, K., Liik, K., & Heidmets, M. (2019). School leadership, teachers’ psychological empowerment and work-related outcomes. International Journal of Educational Management, 33(7), 1501-1514. https://dor.org/10.1108/IJEM-08-2018-0232pl
    dc.description.referencesLilly, F.R., & Bramwell-Rejskind, G. (2004). The Dynamics of Creative Teaching. Journal of Creative Behavior, 38(2), 102-124.pl
    dc.description.referencesLin, Y-S. (2011). Fostering Creativity through Education - A Conceptual Framework of Creative Pedagogy. Creative Education 2(3), 149-155.pl
    dc.description.referencesMakel, M.C. (2009). Help us creativity researchers, You’re our only hope. Psychology of Aesthetics, Creativity, and the Arts, 3(1), 38-42. Doi: 10.3037/a0014919pl
    dc.description.referencesMalterud, K. (2001). Qualitative research: Standards, challenges and guidelines. The Lancet, 358, pp. 483-488.pl
    dc.description.referencesMarsh, H.W., Hau, K.-T., & Wen, Z. (2004). In search of golden rules. Comment on hypothesis-testing approaches to setting cut-off values for fit indices and dangers in overgeneralizing Hu & Bentler’s (1999) findings. Structural Equation Modeling, 11, 320-341.pl
    dc.description.referencesMichael, L.A.H., Hou, S.-T., & Fan, H.-L. (2011). Creative self-efficacy and innovative behavior in a service setting: Optimism as a moderator. The Journal of Creative Behavior, 45, 258-272.pl
    dc.description.referencesMinistry of Education and Research. (2018). The total number of teachers and teaching positions for the 2017/2018 academic year. Retrieved on November 10th, 2018, from https://www.haridussilm.eepl
    dc.description.referencesMorse, J.M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40 (2), 120-123. Doi: 10.1097/00006199-199103000-00014pl
    dc.description.referencesMullet, D.R., Willerson, A., Lamb, K.N., & Kettler, T, (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9-30.pl
    dc.description.referencesNational Advisory Committee on Creative and Cultural Education. (1999). All Our Futures: Creativity, Culture and Education. Retrieved on October 20th, 2019, from http://sirkenrobinson.com/pdf/allourfutures.pdfpl
    dc.description.referencesOECD. (2019a). PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en.pl
    dc.description.referencesOECD. (2019b). TALIS 2018. Retrieved on October 20th, 2019, from https://www.oecd-ilibrary.org/sites/1d0bc92a-en/index.html?itemId=/content/publication/1d0bc92aen&mimeType=text/htmlpl
    dc.description.referencesOzkal, N. (2014). Relationships between teachers` creativity fostering behaviors and their self-efficacy beliefs. Educational Research and Reviews, 9, 724-733.pl
    dc.description.referencesPlucker, J.A., Beghetto, R.A., & Dow, G.T. (2004). Why isn’t creativity more important to educational psychologists? Potential, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83-96. Doi: 10.1207/s15326985ep3902pl
    dc.description.referencesPullmann, H., & Allik, J. (2000). The Rosenberg Self-Esteem Scale: Its dimensionality, stability, and personality correlates in Estonia. Personality and Individual Differences, 28, 701-715.pl
    dc.description.referencesPullmann, H., & Allik, J. (2008). Relations of academic and general self-esteem to school achievement. Personality and Individual Differences, 45, 559-564.pl
    dc.description.referencesR Core Team. (2018). R: A Language and environment for statistical computing. [Computer software]. Retrieved from on May 1st, 2019 from https://cran.r-project.org/pl
    dc.description.referencesReiter-Palmon, R., Robinson-Morral, E.J., Kaufman, J.C., & Santo, J.B. (2012). Evaluation of self-perceptions of creativity: Is it a useful criterion? Creativity Research Journal, 24(2), 107-114. Doi: 10.1080/10400419.2012.676980pl
    dc.description.referencesRosenberg, M. (1979). Conceiving the Self. New York: Basic Books.pl
    dc.description.referencesRosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995). Global Self-Esteem and Specific Self-Esteem: Different Concepts, Different Outcomes. American Sociological Review, 60, 141-156.pl
    dc.description.referencesRubenstein, L.D., McCoach, D.B., & Siegle, D. (2013). Teaching for Creativity Scales: An Instrument to Examine Teachers’ Perceptions of Factors That Allow for the Teaching of Creativity. Creativity Research Journal, 25(3), 324-334.pl
    dc.description.referencesRubenstein, L.D., Ridgley, L.M., Callan, G.L., Karami, S., & Ehlinger, J. (2018). How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory Perspective. Teaching and Teacher Education, 70, 100-110.pl
    dc.description.referencesRunco, M.A., & Jaegaer, G.J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92-96.pl
    dc.description.referencesSak, U. (2004). About creativity, giftedness, and teaching creatively in the classroom. Roeper Review, 26, 216-222.pl
    dc.description.referencesSawyer, R.K. (2004). Creative Teaching: Collaborative Discussion as Disciplined Improvisation. Educational Researcher, 33(2), 12-20.pl
    dc.description.referencesSchacter, J., Thum, Y. M., & Zifkin, D. (2006). How much does creative teaching enhance elementary school students’ achievement? The Journal of Creative Behavior, 40, 47-72.pl
    dc.description.referencesThatcher, S.M.B., & Brown, S.A. (2010). Individual creativity in teams: The importance of communication media mix. Decision Support Systems, 49, 290-300.pl
    dc.description.referencesThe jamovi project. (2019). Jamovi. (Version 0.9) [Computer Software]. Retrieved from May 1st, 2019 from https://www.jamovi.org.pl
    dc.description.referencesTierney, P., & Farmer, S.M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137-1148. Doi: http://dx.doi.org/10.2307/3069429pl
    dc.description.referencesTierney, P., & Farmer, S.M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96(2), 277-293. Doi: 10.1037/a0020952pl
    dc.description.referencesUrhahne, D. (2011). Teachers’ judgments of elementary students’ ability, creativity, and task commitment. Talent Development and Excellence, 3, 229-237.pl
    dc.description.referencesWang, Y. & Wang, L. (2016). Self-construal and creativity: The moderator effect of self-esteem. Personality and Individual Differences, 99, 184-189.pl
    dc.description.volume7pl
    dc.description.issue1pl
    dc.description.firstpage183pl
    dc.description.lastpage207pl
    dc.identifier.citation2Creativity. Theories – Research – Applicationspl
    Występuje w kolekcji(ach):Creativity. Theories – Research – Applications, 2020, Vol. 7, Issue 1

    Pliki w tej pozycji:
    Plik Opis RozmiarFormat 
    Creativity_7_1_2020_S_Nemeržitski_E_Heinla_Teachers’_Creative_Self-Efficacy.pdf702,24 kBAdobe PDFOtwórz
    Pokaż uproszczony widok rekordu Zobacz statystyki


    Pozycja ta dostępna jest na podstawie licencji Licencja Creative Commons CCL Creative Commons