A Study On The Correlation Between Creative Self-efficacy And Student Engagement In Maker Education

Under the background of the global maker movement and the era of “mass entrepreneurship and innovation”,the state vigorously promotes the practice of maker education and encourages the application of technologies such as 3D printing to education and teaching.The connotation of maker education in creation and the implementation process of maker education emphasize the importance of student engagement.Student engagement is an important issue that cannot be ignored in classroom teaching.Creative self-efficacy is an important potential factor influencing student engagement in the maker education classroom.This study explores the relationship between creative self-efficacy and student engagement,and then proposes teaching strategies to improve student engagement in the maker education classroom based on the status quo of creative self-efficacy.This study is based on the students of the 3D printing courses(fourth to eighth grade)of 16 primary and middle schools in Shenzhen.The questionnaire survey is used to explore the creative self-efficacy and the status of student engagement in the maker education classroom.And the relationship between creative self-efficacy and student engagement.Among them,creative self-efficacy includes three dimensions: creative strategy belief,creative finished belief and counter-negative evaluation belief.Student engagement includes four dimensions: cognition engagement,behavioral engagement,emotional engagement,and social engagement.Taking the five teachers in the 3D printing course as the research object,the relationship between creative self-efficacy and student engagement was deeply understood through the form of semi-structured interviews,which was mutually confirmed with the questionnaire survey results.Finally,through interview analysis and summary of the current effective measures taken by teachers to improve student engagement,combined with the above data analysis results,put forward some strategic suggestions to improve student engagement in the Maker Education classroom.Based on the above research,the paper draws the following conclusions:(1)In the maker education curriculum,students' overall level of creative self-efficacy and student engagement is higher.Students of different ages did not show significant differences in terms of creative self-efficacy and student engagement.Students of different genders only have significant differences in the dimensions of creative finished beliefs.The level of creative beliefs of male students is slightly higher than that of female students;and students of different genders do not show significant differences in the level of student engagement.(2)In the maker education course,there is a significant positive correlation between students' creative self-efficacy and student engagement.The creative self-efficacy has a significant positive correlation with the student engagement and its four sub-dimensions.The creative strategy belief dimension has a significant positive correlation with student engagement,cognitive engagement and behavioral engagement.(3)This study proposes some teaching strategies and suggestions from the perspectives of creative strategy belief,creative finished belief and countering negative evaluation belief,the purpose is to improve student engagement in the maker education classroom by increasing creative self-efficacy.