Creative self-efficacy and its relationship to peer feedback

• Autores: Jamie Costley, Ashleigh Southam, Maxim Boitcov, Han Zhang, Galina I. Shul'gina, Matthew Baldwin, Mik Fanguy
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 63, Nº 2, 2026, págs. 370-383
• Idioma: inglés
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• Resumen

  • Creativity plays a pivotal role in educational collaboration, with peer feedback both enhancing and inhibiting creative expression. Understanding how individuals with high creative self-efficacy respond to feedback is critical for fostering creativity. This study examined the relationships between creative self-efficacy, peer feedback and collaboration using a quantitative correlational design. Data were collected from 192 Korean university students in a 16-week writing course. Participants completed an 18-item survey measuring creative self-efficacy, creative identity and collaborative attitudes. Students performed writing tasks on Google Docs, exchanging peer feedback. Results revealed that while creative self-efficacy correlated with positive feedback attitudes, highly creative individuals were less likely to implement feedback. This suggests a resistance to peer suggestions, highlighting the need for greater autonomy in choosing feedback type and timing.