Divergent Thinking and Writing Self-Efficacy: A Study of Undergraduate Students in Zhejiang Province


Jian Chen
Minte Fan

The study aims to explore the relationship between university students' creative tendencies and academic achievement. When it comes to the learning environment, age, gender, and subject major, self-efficacy acts as a moderating element. The study used a quantitative methodology; data were collected online from 265 undergraduate students in Zhejiang Province in a variety of subject areas utilizing surveys, and SPSS was used for data analysis. The main objective of the study is to find out the relationship between academic achievement and creative tendencies among university students. The findings emphasize how important it is to support students' conviction in their academic ability by demonstrating the critical mediating role that academic self-efficacy plays between creative tendencies and academic accomplishment. Furthermore, it was shown that the learning environment played a significant moderating role in improving the beneficial effects of creativity on academic success. Age inversely mitigated this association, the study also found. Diverse student requirements necessitate customized instructional techniques, as demonstrated by the distinct moderating effects of gender and subject significance. These findings have a wide range of implications, including developing educational practices and policies that foster creative and self-sufficient learning settings. Understanding the importance of both contextual and individual elements in determining academic outcomes, teachers can put strategies into place that meet the diverse requirements of their students and foster academic success as well as personal development and readiness for new challenges.


Keywords:Creative tendencies, Academic self-efficacy, Academic achievement, Cross-sectional study, Educational practice

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