<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The study was conducted on science learners at high school- and college-level to explore the interrelation of various factors from social environment, cognitive, and non-cognitive resources affecting their creative potential. A hierarchical regression method was used to determine how well positive behavior of parents, supportive behavior of friend groups, grit, motivation in science, and legislative thinking style could predict the creative potential of the science learners. The results revealed that supportive friend group behavior, consistency of interest (a sub-factor of grit), and legislative thinking style can predict the creative potential of science learners. Group variance explained by them was at over 53%. Legislative thinking style turned out to be the most dominant predictor, with 63% of unique variance explained by it. Positive friend group behavior came second, with 9% unique variance explained to the residual. Finally, consistency of interest could explain 12% of unique variance but with negative sign, implying it was not a component of the creative potential of science learners.</p>
</abstract>

The study was conducted on science learners at high school- and college-level to explore the interrelation of various factors from social environment, cognitive, and non-cognitive resources affecting their creative potential. A hierarchical regression method was used to determine how well positive behavior of parents, supportive behavior of friend groups, grit, motivation in science, and legislative thinking style could predict the creative potential of the science learners. The results revealed that supportive friend group behavior, consistency of interest (a sub-factor of grit), and legislative thinking style can predict the creative potential of science learners. Group variance explained by them was at over 53%. Legislative thinking style turned out to be the most dominant predictor, with 63% of unique variance explained by it. Positive friend group behavior came second, with 9% unique variance explained to the residual. Finally, consistency of interest could explain 12% of unique variance but with negative sign, implying it was not a component of the creative potential of science learners.

Predictive Power of Social Environment, Grit, and Motivation for Creative Potential of Science Learners

Creativity. Theories – Research - Applications

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The study was conducted on science learners at high school- and college-level to explore the interrelation of various factors from social environment,...

Predictive Power of Social Environment, Grit, and Motivation for Creative Potential of Science Learners

Data publikacji: 02 wrz 2022

Zakres stron: 51 - 68

Otrzymano: 10 lis 2021

Przyjęty: 19 maj 2022

DOI: https://doi.org/10.2478/ctra-2022-0003

Słowa kluczowe
creative potential, grit, motivation, environment

© 2022 Bikash Barai et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Predictive Power of Social Environment, Grit, and Motivation for Creative Potential of Science Learners

Data publikacji: 02 wrz 2022

Zakres stron: 51 - 68

Otrzymano: 10 lis 2021

Przyjęty: 19 maj 2022

DOI: https://doi.org/10.2478/ctra-2022-0003

Słowa kluczowecreative potential, grit, motivation, environment

© 2022 Bikash Barai et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
creative potential, grit, motivation, environment