Relationship Between Self-efficacy And Moral Creativity:the Mediating And Moderating Role Of Creative Motivation

In today's society, there are many moral-related issues to be resolved, forexample, environmental pollution and food safety etc. Resolutions of these issuesrequire not only scientific and technological progress but also should comply withcertain social values, constantly break the conventional thinking, and also haveapplicability. Therefore, the necessity and importance of moral creativity research isespecially prominent. Previous studies have found that strong sense of self-efficacy isan important condition to generate creativity. Creative motivation has largelyinfluenced creativity. So, we took college students as subjects to develop a moralcreativity questionnaire, which could provide a clear and scientific description formoral creativity research. In addition, this study also discussed the factors andmechanisms which influenced individual moral creativity. We found that self-efficacycould predict moral creativity, and creative motivation played as mediating andmoderating roles between the relationship of self-efficacy and moral creativity.Currently, we have not found measurement tools about moral creativity. We firstdeveloped a college student moral creativity questionnaire. On the basis of relevantresearches and the connotation and extension of the concept of moral creativity, weasked161college students to answer an open-ended questionnaire. Results shown thatthe students concerned on eight main ethical issues, namely environmental protection,food security, equity in education, employment discrimination, bribery, fraud,professional ethics and traffic violations. Together with network heat moral issues, wedrawn up eight moral situations, and invited psychology experts to makeappropriateness assessment. Finally, according to the scores which were given by thepsychology experts, we chose six ethical scenarios which were highly relevant tomorality and easier to solve to form our questionnaire of preparatory research. Then we selected165students to answer our questionnaire, and ultimately formed themoral creativity questionnaire scores manual according to their answers. All answerswere scored in accordance with the manual and the last three situations which hadhigh consistency were kept eventually. At last, the research formed moral creativityquestionnaire which contained three topics—foods security, fraud and occupationalmorality. Reliability and validity of the questionnaire met the need of psychometrics.We also revised the WPI, and the result shown that its reliability and validity weregood.This paper formally selected516students to answer moral creativityquestionnaire, GSES and WPI. In this study, statistic methods such as ANOVA,MANOVA, correlation analysis, and Hierarchical regression analysis were used toexamine the relationship between students' self-efficacy, creative motivation andmoral creativity.The main conclusions of this study are as follows,1.There ware significant gender differences in students' moral creativity/fluency/flexibility/suitability, and result showed that girls' score significantly higher thanboys', there was no gender difference in originality; moral creativity and its fourdimensions had no differences in arts and science classes, it also shown nointeractions between gender and the arts and science classes.2.College students' self-efficacy had gender differences, shown as boys' scorewere higher than girls'; there were no differences in arts and science classes, also nointeractions between gender and arts or science classes.3. College students' creativity motivation's enjoyment and compensationdimension had gender differences, showing that girls' score were higher than boys'.Challenge and outwards had not significant gender difference. The four dimensions ofthe creativity motivation had not differences between arts and science classes. Therewere interactions between gender and the arts and science in enjoyment and challenge,To be more specific, arts girls were higher than science girls in the sense of joy andchallenging, while arts boys were lower than science boys. External andcompensatory dimension's interaction was not significant in Gender, liberal arts and sciences.4.Between any two of the self-efficacy, enjoyment, challenge and moralcreativity were significantly positively correlated; outward, compensation and moralcreativity and the dimensions were not significant correlated. Self-efficacy andchallenges had significant positive effects on moral creativity/fluency/flexibility/originality/suitability.5.Challenge played the intermediary role between self-efficacy and moralcreativity/fluency/originality/suitability.6.Outward played as a moderating role in self-efficacy support moral creativity/originality/suitability. To be more specific, college students who were high outward,there self-efficacy could significantly predict moral creativity/originality/suitability.For the ones with low outward, there self-efficacy could not significantly predictmoral creativity/originality/suitability.