Examining the Determinants of Creative Potential in University Dancers: Creative Growth Mindset, Metacognition, and Trait Motivation Perspectives

The purpose of this study was to examine the multiple mediating effects of creative metacognition and creative trait motivation type on the relationship between creative growth mindset and creative potential related to choreography in college students majoring in dance. The participants were 434 college students majoring in dance (46 males, 388 females, mean age 21.02± 2.24 years) who responded to questionnaires measuring creative growth mindset, creative metacognition, creative trait motivation, and creative potential. The data were conducted through descriptive statistics, correlation, and structural equation modeling. The findings are as follows; First, the fit of the hypothesized structural model was acceptable(χ²=2162.04, df=369, = .001, TLI=.926, CFI=.952, RMSEA=.077). Second, college students' creative metacognition and intrinsic motivation partially mediated the relationship between creative growth mindset and creative potential. Third, college students' creative metacognition and extrinsic motivation partially mediated the relationship between creative growth mindset and creative potential. Fourth, college students' creative metacognition and amotivation partially mediated the relationship between creative growth mindset and creative potential. These findings suggest that it is necessary for college students to have a creative growth mindset, metacognitive knowledge, and strong intrinsic motivation in order to realize their high creative potential in the creative process.