The Prediction Of College Students' Self-efficacy On Creativity:Perceived Classroom Climate Plays A Moderating Role

Nowadays,researchers pay more and more attention to the role of creativity.As a national talent reserve and future pillar,the factors and ways of influencing the formation and development of college students' creativity have become a hot research topic.Previous researchers have discussed the impact of innovation climate on creativity,but the scope and direction of the research focus on team innovation and member creativity in the corporate organizational climate.As an important place for college students to live and study,the classroom climate influences the development of college students' individual factors and abilities.Classroom climate not only exerts a subtle influence on the generation and development of college students' creativity,but also has a profound impact on their level of creativity.Therefore,it is necessary to study the relationship among classroom climate,general self-efficacy and college students' creativity,and whether classroom climate will have an impact on the relationship between college students' self-efficacy and creativity.In this study,600 undergraduates were sampled from Shandong internal universities by cluster sampling.To explore the influence of self-efficacy on creativity under the moderating effect of classroom climate,Runco ideational behavior scale,general self-efficacy scale and perceived school climate were issued to measure the relationship among classroom climate,general self-efficacy and creativity of undergraduates.The following conclusions were drawn:1.There are significant gender differences in college students' self-efficacy,which is manifested in the fact that boys are significantly higher than girls.2.In the classroom climate perceived by college students,there are significant gender differences in teacher support dimension and opportunities for autonomy in the classroom dimension.The specific performance is that boys are significantly higher than girls.3.There are significant gender differences in college students' creativity,which is manifested in the fluency and originality dimensions of creativity.4.There is a significant age difference in the student-student support dimension.The perceived support of 20-year-old students is significantly higher than that of 21-year-old students.5.There is a significant positive correlation between college students' perceived classroom climate and their sense of self-efficacy.The college students' self-efficacy can significantly and positively predict their creativity and various dimensions.6.There is a significant positive correlation between the perceived classroom climate,creativity of college students and its dimensions,and the total score of classroom climate can significantly predict them.Teacher support dimension and opportunities for autonomy in the classroom dimension have significant positive correlation with creativity of college students and its dimensions,and can significantly predict them.There is a significant positive correlation between the student-student support and the fluency dimension and flexibility dimension of college students' creativity,and a significant positive prediction of college students' fluency and flexibility.It is negatively correlated with the originality dimension,and negatively predicts the originality of college students' creativity.7.The classroom climate perceived by college students plays a moderating role in the relationship between opportunities for autonomy in the classroom dimension and creativity.The perceived opportunities for autonomy in the classroom has a negative moderating effect on the relationship between female students' self-efficacy and creativity fluency.The higher the opportunities for autonomy in the classroom they perceived,the smaller the influence of their self-efficacy on creativity fluency.