Improving creative self-efficacy and performance through computer-aided design application

Yu shan Chang; Mavis Yi Ching Chen; Meng Jung Chuang; Chia hui Chou

doi:10.1016/j.tsc.2018.11.007

Improving creative self-efficacy and performance through computer-aided design application

Yu shan Chang, Mavis Yi Ching Chen, Meng Jung Chuang, Chia hui Chou

Department of Technology Application and Human Resource Development

Research output: Contribution to journal › Article › peer-review

8 Citations (Scopus)

Abstract

This paper discusses the effect of the application of three-dimensional computer-aided design (3D-CAD) on the creative self-efficacy and performance of student designers. A nonequivalent pretest–posttest quasi-experimental design was applied, and 164 students from a high school in Taipei City were sampled. The conclusions are summarized as follows: 1. Low–moderate positive correlations were identified between the total score and individual items of the creative self-efficacy of the students and those of the creative performance of the students. 2. Using 3D-CAD significantly enhanced the creative performance of the students, particularly the usefulness of their products. 3. Using 3D-CAD strengthened the creative self-efficacy of the students, particularly in countering external negative assessment of their creative products with positive beliefs.

Original language	English
Pages (from-to)	103-111
Number of pages	9
Journal	Thinking Skills and Creativity
Volume	31
DOIs	https://doi.org/10.1016/j.tsc.2018.11.007
Publication status	Published - 2019 Mar

Keywords

Creative design
Creative self-efficacy
Creativity
Three-dimensional computer-aided design

ASJC Scopus subject areas

Education

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title = "Improving creative self-efficacy and performance through computer-aided design application",

abstract = "This paper discusses the effect of the application of three-dimensional computer-aided design (3D-CAD) on the creative self-efficacy and performance of student designers. A nonequivalent pretest–posttest quasi-experimental design was applied, and 164 students from a high school in Taipei City were sampled. The conclusions are summarized as follows: 1. Low–moderate positive correlations were identified between the total score and individual items of the creative self-efficacy of the students and those of the creative performance of the students. 2. Using 3D-CAD significantly enhanced the creative performance of the students, particularly the usefulness of their products. 3. Using 3D-CAD strengthened the creative self-efficacy of the students, particularly in countering external negative assessment of their creative products with positive beliefs.",

keywords = "Creative design, Creative self-efficacy, Creativity, Three-dimensional computer-aided design",

author = "Chang, {Yu shan} and Chen, {Mavis Yi Ching} and Chuang, {Meng Jung} and Chou, {Chia hui}",

note = "Funding Information: We would like to thank the Ministry of Science and Technology (Taiwan) for financial support of this research under contract numbers NSC 106-2514-S-003 -005 and NSC 105-2511-S-003 -008 -MY2",

year = "2019",

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doi = "10.1016/j.tsc.2018.11.007",

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AU - Chen, Mavis Yi Ching

AU - Chuang, Meng Jung

AU - Chou, Chia hui

N1 - Funding Information: We would like to thank the Ministry of Science and Technology (Taiwan) for financial support of this research under contract numbers NSC 106-2514-S-003 -005 and NSC 105-2511-S-003 -008 -MY2

PY - 2019/3

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N2 - This paper discusses the effect of the application of three-dimensional computer-aided design (3D-CAD) on the creative self-efficacy and performance of student designers. A nonequivalent pretest–posttest quasi-experimental design was applied, and 164 students from a high school in Taipei City were sampled. The conclusions are summarized as follows: 1. Low–moderate positive correlations were identified between the total score and individual items of the creative self-efficacy of the students and those of the creative performance of the students. 2. Using 3D-CAD significantly enhanced the creative performance of the students, particularly the usefulness of their products. 3. Using 3D-CAD strengthened the creative self-efficacy of the students, particularly in countering external negative assessment of their creative products with positive beliefs.

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