Key points are not available for this paper at this time.
The purpose of this study was to explore the factor structure of the Trait of Creative Potential Questionnaire(Penagos-Corzo & Saucedo, 2021), which was adapted for high school and college students majoring in dance (Study 1), and to examine whether identity and creative self-efficacy mediate the relationship between creative self-efficacy and creative potential in dance students (Study 2). In Study 1, a total of 186 dance students (94 high school and 92 college students) completed the Creative Potential Questionnaire, and the data were processed using descriptive statistics, principal component analysis, reliability analysis, and correlation analysis. In Study 2, a total of 873 dance students (418 high school and 455 college students) completed questionnaires measuring creative self-efficacy, identity, creative intrinsic motivation, and creative potential. Data were processed using confirmatory factor analysis, correlation, multivariate analysis, reliability analysis, structural equation modeling, and multigroup analysis. The results showed that the measurement model of the three-factor, 12-item creative potential questionnaire was appropriate and highly reliable. The results of the structural equation model analysis indicated that dance identity partially mediates the relationship between creative self-efficacy and creative intrinsic motivation, but also positively indirectly influences creative potential through creative intrinsic motivation. Ientity and creative intrinsic motivation partially mediate the relationship between creative self-efficacy and creative potential, and these relationships differ between high school and college students. Results suggest that promoting levels of creative self-efficacy, identity, and creative intrinsic motivation are necessary to enhance the creative potential of dance majors.
Hye Joo Chang (Thu,) studied this question.