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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/154343


    Title: Creativity dispositions mediate the influence of mindful learning on self-efficacy of creative problem-solving during SDGs practices
    Authors: 葉玉珠
    Yeh, Yu-chu;Ma, Chia-Hsiang;Yu, Xingzi;Chua, Ming Wei Gabriel
    Contributors: 師培中心
    Date: 2024-06
    Issue Date: 2024-11-15 11:20:43 (UTC+8)
    Abstract: Cultivating the capacity for creative problem-solving to attain the Sustainable Development Goals (SDGs) has received significant attention in higher education since the inception of the SDGs in 2015. Prior research has demonstrated that mindfulness-based learning can enhance one's self-efficacy in creativity. Moreover, creativity dispositions have been identified as predictors of self-efficacy in creativity. However, the specific influence of mindful learning and creativity disposition on self-efficacy in creative problem-solving remains unexplored. Accordingly, this study aimed to explore the interplay between mindful learning, creativity disposition, and self-efficacy in creative problem-solving within the context of Sustainable Development Goals (SDGs) practices. A 16-week experimental instructional program was implemented within a liberal education course, involving 44 college students as participants. The instructional framework leveraged the Canvas platform, emphasizing mindful learning through deliberate habit changes, creative problem-solving exercises, and self-reflection. Process model analysis revealed that creativity disposition served as a complete mediator between mindfulness in digital learning and self-efficacy in creative problem-solving throughout the SDGs pursuit. Essentially, the impact of mindful learning on creative problem-solving efficacy was mediated by the cultivation of creativity dispositions. These findings underscore the importance of incorporating mindful learning practices into digital learning environments to enhance creative problem-solving skills, particularly in the context of achieving SDGs.
    Relation: The 3rd Paris Conference on Education, IAFOR
    Data Type: conference
    Appears in Collections:[Institute of Teacher Education] Proceedings

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