4 research outputs found
Heritage-Tech Creativity: A Moderated Analysis of Learning Attitudes and Self-Efficacy in Graphics Education
No full textIn the evolving landscape of graphics education, where digital innovation merges with cultural heritage, fostering student motivation and self-belief is essential for equitable pedagogy. This study examines the interrelationships among Learning Attitudes (LA), Innovative Thinking (IT), and Creative Self-Efficacy (CSE) in graphic image creation among 508 Xi\u27an university undergraduates, integrating Bandura\u27s self-efficacy theory and Amabile\u27s componential model to prioritize cognitive diversity. Using a cross-sectional quantitative design, validated scales (NCLAGES, EITC-SRQ, CSES) and VARK styles were analyzed via PLS-SEM. The model explained 36% of CSE variance, with LA showing a direct positive effect (? = 0.488, p < .001). IT partially mediated this (indirect ? = 0.159), bolstered by experimenting (? = 0.121) and questioning (? = 0.103), but hindered by idea networking\u27s negative effect (? = –0.115), reflecting collectivist conformity. Learning style moderated LA–IT: multi-modal learners exhibited strong gains (? = 0.676), while visual learners faced overload (? = –0.274, ns). The Heritage-Tech Creativity Model guides interventions like hybrid studios, enhancing CSE by 20–30% and promoting inclusive design
Exploring Physical Literacy, Motivation, and Physical Activity among Chinese College Students: A Systematic Review
No full textThis systematic review investigates the relationship between perceived physical literacy (PL), motivational orientations, and physical activity (PA) among Chinese college students. Utilizing the College Student Physical Literacy Questionnaire (CSPLQ) and the Situational Motivational Scale (SIMS), it emphasizes the importance of a comprehensive approach to understanding and promoting PA. The study reveals a strong correlation between students\u27 perceived PL and their PA levels, highlighting the role of self-perception in physical competence and the value of PA in fostering active participation. It also explores the impact of intrinsic motivation and identified regulation on PA, noting the variability of external regulation\u27s effects. Conducted across major databases like PubMed, Web of Science, and Scopus, the review synthesizes evidence to inform targeted, culturally sensitive interventions for enhancing PA among this demographic. It identifies research gaps, urging future studies to further explore PL and motivational orientations within the Chinese higher education context. This work aims to inform policies, educational programs, and health initiatives to encourage lifelong PA habits, ultimately improving students\u27 health and quality of life
Investigating Career Decision Self-Efficacy, Internship Efficacy, and Career Readiness among Undergraduate Students: A Review
No full textThe transition from academic life to the professional world is a pivotal phase for undergraduates. During this phase, they develop career decision self-efficacy, internship efficacy, and career readiness, which are important milestones indicating their preparedness for the transition. This study examines the interplay between these elements and their impact on students\u27 academic and professional journeys, drawing on Bandura\u27s work on self-efficacy. The research is conducted through a systematic review of existing literature, exploring the influences of career decision self-efficacy, internship experiences, and career readiness on undergraduate students. The study identifies methodological challenges and issues related to the interpretation of statistical data, proposing solutions to overcome them. It examines the role of in-school programs, perceptions of discrimination, personality traits, environmental and personal factors, and the effectiveness of internships in enhancing career readiness, highlighting the multifaceted nature of preparing students for their professional futures. The study also discusses the implications of these findings for educational strategies and career guidance practices, enriching pedagogical practices, and providing insights into improving undergraduates\u27 academic and professional development, facilitating a smoother transition from academia to the professional world
Understanding the Influence of Learning Attitudes on Creative Self-efficacy in Graphic Design: A PRISMA-Guided Systematic Review
No full textThis PRISMA-guided review synthesizes 50 empirical studies (2010–2025) on how learning attitudes (LA) influence creative self-efficacy (CSE) in graphic design education, examining innovative thinking (IT) as a mediator. Across quantitative and mixed-methods designs, stronger LA (intrinsic interest, task value, persistence) align with higher CSE. Evidence from experimental and quasi-experimental work indicates that explicit instruction in IT processes—ideation, questioning, experimentation, and synthesis—translates motivation into creative performance and confidence. Project-based and critique-centered pedagogy elevates both IT and CSE. Several studies report gender disparities: female students sometimes report lower CSE despite comparable engagement in IT, underscoring the need for inclusive critique practices and mentorship. Digital and AI tools can accelerate ideation and bolster confidence when paired with reflective guidance; over-reliance may dampen originality. Overall, creativity emerges from the interaction of motivation, cognitive strategy, and context. The review recommends (i) structured IT scaffolds, (ii) equitable feedback ecosystems, and (iii) ethical, reflective integration of AI. Future research should standardize CSE measures, triangulate self-report with artifact-based assessment, and adopt longitudinal, intersectional designs
