The relationship between the attitude towards the virtual world and academic self-efficacy with cognitive creativity in female students of the first grade of secondary school in district two of Kerman city.

ReviewThe aim of this study was to investigate the relationship between attitude to virtual world and educational self-efficacy with cognitive creativity in first-grade female high school students in district 2 of Kerman. The research method was descriptive and the research design was correlation. The statistical society includes all female high school students in district 2 of Kerman in 1400-1401 which are 1557 people. The sample consisted of 308 female students who were selected based on Cochrane formula and simple random sampling. Data collection tools including Kim et al.'s Virtual World Questionnaire (2005), Abedi's Cognitive Creativity Questionnaire (1993) and Jake and Morgan's Academic Self-Efficacy Questionnaire (1992) were used. After collecting, the data were analyzed using Pearson correlation coefficient in spss software version 22. The results showed that attitude to virtual world and academic self-efficacy have a significant relationship with cognitive creativity. The components of attitude to the virtual world (intention to use, attitude, perceived usefulness in system use, perceived ease of use of the system, adaptation, social impact, perceived pleasure) have a significant relationship with cognitive creativity. Components of academic self-efficacy (talent, effort, context) have a significant relationship with cognitive creativity.