Simple record

dc.rights.licenseAttribution 4.0 International*
dc.contributor.authorAlvarez-Huerta, Paula
dc.contributor.authorLarrea, Inaki
dc.contributor.otherMuela Aparicio, Alexander
dc.date.accessioned2022-01-18T15:24:26Z
dc.date.available2022-01-18T15:24:26Z
dc.date.issued2021
dc.identifier.issn1871-1871en
dc.identifier.otherhttps://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=163288en
dc.identifier.urihttps://hdl.handle.net/20.500.11984/5445
dc.description.abstractThe fostering of creativity in higher education has been linked to enhanced professional com-petences and personal development among students. The main aim of this study was to examine the relationship between student engagement and creative self-concept in undergraduates. The sample comprised 775 students (51.61 % female, 46.32 % male, 2.07 % other) from two Spanish universities, ranging in age from 17 to 43 years (M = 20.78, SD = 2.65). Students from the first and final year of various degree programs completed the National Survey of Student Engagement and a measure of creative self-concept. Results showed a positive relationship between student engagement and creative self-concept, as well as differences by gender, field of study, and aca-demic year with regard to the dimensions of engagement that contributed most to enhanced creative confidence beliefs. The study highlights the importance of ensuring that students in higher education have the opportunity to participate in collaborative learning, meaningful in-teractions with faculty, higher-order learning, reflective and integrative learning, and high- impact practices. Higher-order learning and reflective and integrative learning appear to be particularly important in the early stages of a degree program, whereas with senior students, greater emphasis should be placed on reflective and integrative learning and high-impact practices.en
dc.description.sponsorshipGipuzkoako Foru Aldundiaeu
dc.language.isoengen
dc.publisherElsevieren
dc.rights© 2021 Elsevier Ltden
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectCreative self-concepten
dc.subjectCreative confidence beliefsen
dc.subjectEngagementen
dc.subjectGenderen
dc.subjectHigh-impact practicesen
dc.titleStudent engagement and creative confidence beliefs in higher educationen
dcterms.accessRightshttp://purl.org/coar/access_right/c_f1cfen
dcterms.sourceThinking Skills and Creativityen
local.contributor.groupBerrikuntza eta esku-hartzea hezkuntza inklusiboaneu
local.description.peerreviewedtrueen
local.identifier.doihttps://doi.org/10.1016/j.tsc.2021.100821en
local.embargo.enddate2023-03-26
local.contributor.otherinstitutionhttps://ror.org/000xsnr85eu
local.source.detailsVol. 40, article 100821en
oaire.format.mimetypeapplication/pdf
oaire.file$DSPACE\assetstore
oaire.resourceTypehttp://purl.org/coar/resource_type/c_6501en
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaen


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Simple record

Attribution 4.0 International
Except where otherwise noted, this item's license is described as Attribution 4.0 International