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Objectives The purpose of this study was to analyze the effects of creative mindset on task performance through creative self-efficacy and creative personal identity in dance majors using three core concepts of creativity research (to test the multiple mediating effects of creative self-efficacy and creative personal identity) and to evaluate whether these structural relationships differ by dance experience level (to test the invariance of structural coefficients). Methods The participants were 423 students (44 males and 379 females) majoring in dance at four universities in the Seoul Metropolitan Area and Gangwon Province. Their average dance experience was 7.38±3.81 years, and their average age was 21.04±2.63 years. The data were processed using confirmatory factor analysis, structural equation modeling, and multigroup analysis. Results The hypotheses were tested as follows: First, creative self-efficacy and creative personal identity of dance majors partially mediate the relationship between growth mindset and task performance. Second, the fixed mindset that creative ability does not change with learning and effort does not influence task performance through creative self-efficacy and creative personal identity. Third, the relationships between creative mindset, creative self-efficacy, creative personal identity, and task performance are the same for all students regardless of dance experience. Conclusions These findings suggest that the mindset of believing that creative abilities can be developed through learning and practice, as well as beliefs and identities about creative abilities, are determinants that can promote achievement behaviors among college students majoring in dance, and are discussed in terms of creating a creative learning environment and providing extrinsic rewards and feedback.
A Wed, study studied this question.