A creative self-efficacy course for nurturing academic thriving and academic engagement among college students in Pakistan

• Published in: Learning and individual differences Vol. 114; p. 102495
• Main Authors: Green, Zane Asher, Rizwan, Sophie
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01-08-2024
• Subjects: Academic engagement; Academic thriving; Creative self-efficacy; Emotionalized learning experiences; Growth curve modeling; Academic engagement; Creative self-efficacy; Academic thriving; Growth curve modeling; Emotionalized learning experiences
• ISSN: 1041-6080
• DOI: 10.1016/j.lindif.2024.102495

A creative self-efficacy (CSE) course, I Believe I'm Creative, was developed and imparted through the emotionalized learning experiences (ELE) format to advance academic thriving and academic engagement among Pakistan's college students. This three-wave study comprised 166 participants randomly assigned to an experimental (n = 83) and a wait-list control (n = 83) group. Growth curve analysis provided a comprehensive view of the development of the study variables in the two groups. Results demonstrated that CSE, academic thriving, and academic engagement increased at a greater rate at each time interval in the experimental group than in the control group. Further, results indicated that there were significant differences in participants' initial scores (intercepts) and growth trajectories (slopes) pertaining to the three variables. Also, students in the two groups who had low initial scores on the three variables had a faster increase in linear growth than those with high initial scores over time.
•A creative self-efficacy (CSE) course was imparted to Pakistani college students through emotionalized learning experiences•It was effective at advancing academic thriving, academic engagement, and CSE among them•The 3 variables increased at a greater rate in the treatment group from pretest to follow-up measurement•Students’ growth trajectories of the 3 variables developed based on their initial scores•Students with low initial scores on the 3 variables had a faster increase in linear growth over time