جستجوی مقالات مرتبط با کلیدواژه "creative self-efficacy" در نشریات گروه "روانشناسی"

The aim of the present research was the modeling of creative teaching behavior based on psychological empowerment mediated by creative self-efficacy among teachers of schools for mental retardation. This research was descriptive correlational using a structural equation modeling method. The statistical population included all teachers working in primary, first, and second grades of high schools for mental retardation in Qom City in the education year 2022- 2023 in the number of 674 people. The size of the statistical sample was determined to be 203 people, which was done using the online available sampling method. the questionnaires were the Creative Teaching Questionnaire (CTQ, Mohebi Amin et al., 2013), the Psychological Empowerment Questionnaire  (PEQ, Spreitzer & Mishra, 1995 ), and the Creative Self-Efficacy Questionnaire  (CEQ, Beghetto, 2006). For analyzing data we used the analysis of structural. The results of data analysis showed that the model has a good fit and there is a significant correlation & psychological empowerment and creative self-efficacy have a direct and significant effect on creative teaching behavior (P<0.01). Also, psychological empowerment through the mediation of creative self-efficacy has an indirect and significant effect on teachers' creative teaching behavior (P<0.01). The results of the research indicate the importance of the role of psychological empowerment and creative self-efficacy in promoting teachers' creative teaching, and it is recommended to hold educational workshops in this field.

The aim of this study was to determine the mediating role of psychological resilience in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd in the academic year 2020-2021. The present study is a correlational study in which the relationships between research variables were analyzed in the form of examining the paths of a causal model. The study population was all teachers of exceptional schools in Yazd. The available sampling method was used to select 200 teachers from the population. The research instruments are Connor and Davidson Resilience Questionnaire (CD-RISC), Langer Mindfulness Questionnaire for teachers, and Creative Self-Efficacy Questionnaire (CSEQ). The results showed that the psychological resilience hypothesis has a mediating role in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd city. Mindfulness also, directly and indirectly, predicts creative self-efficacy in exceptional school teachers through its mediating role. Mindfulness also directly predicts resilience in exceptional school teachers, and resilience directly predicts creative self-efficacy in exceptional school teachers. It can be concluded that psychological resilience has a mediating role in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd.

 Because in stressful situations, how to regulate emotion is an important and necessary issue. Therefore, the present study aimed to mediate the role of creative self-efficacy in the relationship between social intelligence and cognitive emotion self-regulation.

The research was applied in terms of purpose and terms of data analysis method, it was a correlation. The statistical population of the study included all 9040 female high school students in Sari. The sample size was selected by 370 people using a multi-stage cluster random sampling method based on Krejcie and Morgan's table. Data were collected using the standard Begetto (2006) Creative Self-Efficacy Questionnaire, Silvera, et al.'s (2001) Social Intelligence Questionnaire, and Garnowski & Craig's (2007) Cognitive Emotion Self-Regulation. Spearman correlation coefficient and structural equation model with spss and pls software were used to analyze the data.

The results showed that social intelligence, directly and indirectly, affects students' cognitive self-regulation of positive emotions (Adaptive strategies) and negative (maladaptive strategies) students through the mediating variable of creative self-efficacy (P <0.01).

 According to the research findings, social intelligence as successful interaction skills and creative self-efficacy as a belief in their capabilities and abilities play an important role in emotion regulation. Therefore, training courses must be conducted to improve the ability to identify feelings and emotions.

This correlation-based study was to study the model of relationships between organizational creativity, Creative self-efficacy, organizational learning and organizational innovation. The statistical population included the male employees of Aryo Gen, out of which a sample of 240 employees was selected using random sampling. Assessment instruments were as follows: organizational creativity Questionnaire, Creative self-efficacy, organizational learning and organizational innovation inventory. Data were analyzed using Pearson Correlation coefficient, structure equation modeling (SEM) and mediation analysis. Findings revealed that, Results showed that firstly, organizational learning and Creative self-efficacy increases organizational creativity, then organizational creativity increases organizational innovation. Results revealed that organizational learning and Creative self-efficacy with the mediating role of organizational creativity resulted in increase of organizational innovation.