Examining the Effects of Motivational Beliefs and Innovative Support on Junior High School Students’ Creative Behavior and Creative Performance Using Structural Equation Modeling

• Main Authors: Ying-Chuan, Lai, 賴英娟
• Other Authors: 王淑玲
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/38110590885831306548

碩士 === 國立臺灣科技大學 === 技術及職業教育研究所 === 95 === The purpose of this study is to investigate the effects of junior high school students’ motivational beliefs (creative self-efficacy, creative anxiety, synergistic extrinsic motivation, non-synergistic extrinsic motivation, intrinsic motivation) and innovative support on creative behavior and performance, as well as the appropriateness of the proposed model. The 205 participants consist of 8 classes from six junior high schools distributed over four counties. The results of the study were showed below: (1) The effects of motivational beliefs on creative behavior: creative self-efficacy, non-synergistic extrinsic motivation, and intrinsic motivation have positive effects on creative behavior, but creative anxiety has negative impacts on creative behavior. (2) The effects of motivational beliefs on creative performance: creative self-efficacy, creative anxiety, synergistic extrinsic motivation, non-synergistic extrinsic motivation, and intrinsic motivation all have positive impacts on creative performance through their effects on creative behavior. (3) The differentiation between synergistic and non-synergistic extrinsic motivation: synergistic and non-synergistic extrinsic motivation have been empirically identified as two different factors. Also, synergistic extrinsic motivation has positive effects on intrinsic motivation, while non-synergistic extrinsic motivation has negative impacts on intrinsic motivation. (4) The effects of innovative support on synergistic extrinsic motivation: innovative support has positive effects on synergistic extrinsic motivation, as well as positive impacts on creative behavior through its effects on synergistic extrinsic motivation and intrinsic motivation. (5) The appropriateness of the hypothesized model: The results of the goodness-of-it indexes indicate that the hypothesized model “The effects of junior high school students’ motivational beliefs and innovative support on creative behavior and performance” adequately describe the sample data. Finally, according to the results of this study, implications and suggestions for creative teaching and future research are provided.