Academic hope and self-regulation as predictors of creative thinking among undergraduate students
Abstract
Universities always strive to qualify students to be creative in their careers, so researchers in the creativity domain seeks the factors that affect creative thinking to understand this concept more deeply. As a result, the current study aimed at exploring the predictive power of self-regulation and academic hope in the creative thinking among undergraduate students. A total of 481 (249 males, 232 females) undergraduate students from different universities in Saudi Arabia participated in this quantitative correlational study, and completed the scale of self-regulation scale, the academic hope scale, and the creative thinking scale. The findings showed that the level of creative thinking of the undergraduate students was medium, but they have high levels of the academic hope and self-regulation. It was also found that self-regulation and academic hope were good predictors of creative thinking. It was recommended that educators and practitioners should consider academic hope and self-regulation if they want to foster creativity thinking.
Keyword : academic hope, creative thinking, predictive power, self-regulation, undergraduate students
How to Cite
Ghbari, T. A., & Harahsheh, A. H. (2024). Academic hope and self-regulation as predictors of creative thinking among undergraduate students. Creativity Studies, 17(2), 698–708. https://doi.org/10.3846/cs.2024.16223
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Agnoli, S., Franchin, L., Rubaltelli, E., & Corazza, G. E. (2019). The emotionally intelligent use of attention and affective arousal under creative frustration and creative success. Personality and Individual Differences, 142, 242–248. https://doi.org/10.1016/j.paid.2018.04.041
Al-Khalifa, O. H., Achoui, M., Bouhmama, D., Boussenna, M., Bari, M. A., Khalifa, B., Hilal, H., & Sayyed, S. R. (2010). Student’s creativity barriers: An Arab Regional study. Dirasat Nafsiyah, 20(4), 557–603.
Al-zaboot, S. E. (2017). The role of the university of Jordan in developing their students’ creativity from faculty members perspective. Zarqa Journal for Research and Studies in Humanities, 17(1), 301–318. https://doi.org/10.12816/0049144
Alhajri, S., Al-Yahyae, F., Al-Mamari, B., Al Amri, M., & Abdelmoula, W. (2016). Understanding of creativity within graphic design context in Middle-East. In Proceedings of the 1st Annual Conference (Takween) (Vol. 1, pp. 335–348). Zarqa University.
Alhayek, S., & Omoush, A. (2017). The Most common teaching strategies used in swimming courses and its relationship with innovative thinking in Jordanian universities. Dirasat: Educational Sciences, 44(4), 39–65.
Alt, D., & Naamati-Schneider, L. (2021). Health management students’ self-regulation and digital concept mapping in online learning environments. BMC Medical Education, 21. https://doi.org/10.1186/s12909-021-02542-w
Anwar, A., Abid, G., & Waqas, A. (2020). Authentic leadership and creativity: Moderated meditation model of resilience and hope in the health sector. European Journal of Investigation in Health, Psychology and Education, 10(1), 18–29. https://doi.org/10.3390/ejihpe10010003
Barak, M., Hussein-Farraj, R., & Dori, Y. J. (2016). On-campus or online: Examining self-regulation and cognitive transfer skills in different learning settings. International Journal of Educational Technology in Higher Education, 13. https://doi.org/10.1186/s41239-016-0035-9
Baumeister, R. F. (2014). Self-regulation, ego depletion, and inhibition. Neuropsychologia, 65, 313–319. https://doi.org/10.1016/j.neuropsychologia.2014.08.012
Beck, A. T., Epstein, N., Brown, G., & Steer, R. A. (1988). An inventory for measuring clinical anxiety: Psychometric properties. Journal of Consulting and Clinical Psychology, 56(6), 893–897. https://doi.org/10.1037/0022-006X.56.6.893
Beck, A. T., Ward, C. H., Mendelson, M., Mock, J., & Erbaugh, J. (1961). An inventory for measuring depression. Archives of General Psychiatry, 4(6), 561–571. https://doi.org/10.1001/archpsyc.1961.01710120031004
Berger, F., Schreiner, C., Hagleitner, W., Jesacher-Rößler, L., Roßnagl, S., & Kraler, Ch. (2021). Predicting coping with self-regulated distance learning in times of COVID-19: Evidence from a longitudinal study. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.701255
Bessis, P., & Jaqui, H. (1973). Yaratıcılık nedir? İstanbul Reklām Yayınları.
Campbell, W. K., Brunell, A. B., & Finkel, E. J. (2006). Narcissism, interpersonal self-regulation, and romantic relationships: An agency model approach. In K. D. Vohs & E. J. Finkel (Eds.), Self and relationships: Connecting intrapersonal and interpersonal processes (pp. 57–83). The Guilford Press.
Cheavens, J. S., Feldman, D. B., Gum, A., Michael, S. T., & Snyder, C. R. (2006). Hope therapy in a community sample: A pilot investigation. Social Indicators Research, 77, 61–78. https://doi.org/10.1007/s11205-005-5553-0
Coyne, M. A., Vaske, J. C., Boisvert, D. L., & Wright, J. P. (2015). Sex differences in the stability of self-regulation across childhood. Journal of Developmental and Life-Course Criminology, 1, 4–20. https://doi.org/10.1007/s40865-015-0001-6
DaVia Rubenstein, L., Callan, G. L., & Ridgley, L. M. (2018). Anchoring the creative process within a self-regulated learning framework: Inspiring assessment methods and future research. Educational Psychology Review, 30, 921–945. https://doi.org/10.1007/s10648-017-9431-5
DeHaan, R. L. (2009). Teaching creativity and inventive problem solving in science. CBE – Life Sciences Education, 8(3), 172–181. https://doi.org/10.1187/cbe.08-12-0081
Dixson, D. D., Keltner, D., Worrell, F. C., & Mello, Z. (2018). The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement. The Journal of Educational Research, 111(4), 507–515. https://doi.org/10.1080/00220671.2017.1302915
Eisenberg, N., Hofer, C., Sulik, M. J., & Spinrad, T. L. (2014). Self-regulation, effortful control, and their socioemotional correlates. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 157–172). The Guilford Press.
Gallagher, M. W., Marques, S. C., & Lopez, Sh. J. (2017). Hope and the academic trajectory of college students. Journal of Happiness Studies, 18, 341–352. https://doi.org/10.1007/s10902-016-9727-z
Glass, T. F. (2004). What gift? The reality of the student who is gifted and talented in public school classrooms. Gifted Child Today, 27(4), 25–29. https://doi.org/10.4219/gct-2004-152
Guilford, J. P. (1957). Creative abilities in the arts. Psychological Review, 64(2), 110–118. https://doi.org/10.1037/h0048280
Hahn Young, M., & Balli, S. J. (2014). Gifted and talented education (GATE): Student and parent perspectives. Gifted Child Today, 37(4), 236–246. https://doi.org/10.1177/1076217514544030
Hariri, N., & Kassis, G. (2017). The cultural and creative sector in 5 Arab Mediterranean countries: Skill-mismatch and active labour market policies. European Scientific Journal, 13(1), 182–197.
Hartanto, D., Kartadinata, S., Ahman, A., & Ilfiandra, I. (2019). The uniqueness of students’ academic hope in Indonesia. International Journal of Scientific and Technology Research, 8(4), 107–112.
Ivcevic, Z., & Nusbaum, E. C. (2017). From having an idea to doing something with It: Self-regulation for creativity. In M. Karwowski & J. C. Kaufman (Eds.), Explorations in creativity research. The creative self: Effect of beliefs, self-efficacy, mindset, and identity (pp. 343–365). Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00020-0
Kaya, S., & Kablan, Z. (2013). Assessing the relationship between learning strategies and science achievement at the primary school level. Journal of Baltic Science Education, 12(4), 525–534. https://doi.org/10.33225/jbse/13.12.525
Kim, K. H. (2006). Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18(1), 3–14. https://doi.org/10.1207/s15326934crj1801_2
Kivimäki, M., Vahtera, J., Elovainio, M., Helenius, H., Singh-Manoux, A., & Pentti, J. (2005). Optimism and pessimism as predictors of change in health after death or onset of severe illness in family. Health Psychology, 24(4), 413–421. https://doi.org/10.1037/0278-6133.24.4.413
Kwon, P. (2000). Hope and dysphoria: The moderating role of defense mechanisms. Journal of Personality, 68(2), 199–223. https://doi.org/10.1111/1467-6494.00095
Li, Ch.-H., & Wu, J.-J. (2011). The structural relationships between optimism and innovative behavior: Understanding potential antecedents and mediating effects. Creativity Research Journal, 23(2), 119–128. https://doi.org/10.1080/10400419.2011.571184
Liu, X., Gong, Sh.-Y., Zhang, H., Yu, Q., & Zhou, Zh. (2021). perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students. Thinking Skills and Creativity, 39. https://doi.org/10.1016/j.tsc.2020.100752
Lopes Lucas Carlomagno, L., Natividade, J. C., Ziebell de Oliveira, M., & Hutz, C. M. (2014). Relações entre Criatividade, Esperança, Otimismo e Desempenho Profissional. Temas em Psicologia, 22(2), 497–508. https://doi.org/10.9788/TP2014.2-18
Magat, J. S. (2013). Looking at gender differences in preschoolers’ self-regulation through multiple lenses [unpublished source].
Marques, S. C., & Gallagher, M. W. (2017). Age differences and short-term stability in hope: Results from a sample aged 15 to 80. Journal of Applied Developmental Psychology, 53, 120–126. https://doi.org/10.1016/j.appdev.2017.10.002
Moilanen, K. L. (2007). The adolescent self-regulatory inventory: The development and validation of a questionnaire of short-term and long-term self-regulation. Journal of Youth and Adolescence, 36, 835–848. https://doi.org/10.1007/s10964-006-9107-9
Montgomery, D., Bull, K. S., & Baloche, L. (1993). Characteristics of the creative person: Perceptions of university teachers in relation to the professional literature. American Behavioral Scientist, 37(1), 68–78. https://doi.org/10.1177/0002764293037001007
Munahefi, D. N., Waluya, S. B., & Rochmad, R. (2018). Analysis of creative mathematic thinking ability in problem-based learning model based on self-regulation learning. Journal of Physics: Conference Series, 983. https://doi.org/10.1088/1742-6596/983/1/012161
Rand, K. L., & Cheavens, J. S. (2011). Hope theory. In Sh. J. Lopez & C. R. Snyder (Eds.), Oxford library of psychology. The Oxford handbook of positive psychology (pp. 323–334). Oxford University Press.
Roy, J. (2013). Elementary teacher perceptions of teaching practices that foster creative thinking in students. Inquiry: The University of Arkansas Undergraduate Research Journal, 14, 75–94.
Runisah, R., Gunadi, F., & Ismunandar, D. (2020). The relationship between self-regulated learning and mathematical creative thinking ability. Journal of Physics: Conference Series, 1657. https://doi.org/10.1088/1742-6596/1657/1/012004
Santyasa, W., Santyadiputra, G. S., & Juniantari, M. (2021). Self-regulated e-learning and social attitudes for achieving creative thinking of students in learning physics in high school. Advances in Social Science, Education and Humanities Research, 536, 345–350. https://doi.org/10.2991/assehr.k.210312.057
Sawalhah, A. M., & Al Zoubi, A. (2020). The relationship of academic self-regulation with self-esteem and goal orientations among university students in Jordan. International Education Studies, 13(1), 111–122. https://doi.org/10.5539/ies.v13n1p111
Snyder, C. R. (2000). The past and possible futures of hope. Journal of Social and Clinical Psychology, 19(1), 11–28. https://doi.org/10.1521/jscp.2000.19.1.11
Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Ribinstein, H., & Stahl, K. J. (1997). The development and validation of the children’s hope scale. Journal of Pediatric Psychology, 22(3), 399–421. https://doi.org/10.1093/jpepsy/22.3.399
Snyder, C. R., Shorey, H. S., Cheavens, J., Mann Pulvers, K., Adams III, V. H., & Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94(4), 820–826. https://doi.org/10.1037/0022-0663.94.4.820
Snyder, C. R., Shorey, H. S., & Sympson, S. (2005). Development and validation of the domain hope scale revised [unpublished source].
Sternberg, R. J., & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34(1), 1–31. https://doi.org/10.1159/000277029
Sternberg, R. J., & Lubart, T. I. (1993). Investing in creativity. Psychological Inquiry, 4(3), 229–232. https://doi.org/10.1207/s15327965pli0403_16
Torrance, E. P. (1966). The Torrance tests of creative thinking. Norms – technical-manual. Verbal tests: Forms A and B. Figural tests: Forms A and B. Personnel Press, Inc.
Vohs, K. D., & Baumeister, R. F. (2004). Understanding self-regulation: An introduction. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 1–9). The Guilford Press.
Yang, Y., Xu, X., Liu, W., & Pang, W. (2020). Hope and creative self-efficacy as sequential mediators in the relationship between family socioeconomic status and creativity. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00438
Zhang, Y., Liu, W., Liu, Y., Huang, Zh., & Liu, Q. (2019). Chinese college students’ optimism and social creativity mediated by creative self-efficacy and hope. Social Behavior and Personality: An International Journal, 47(7), 1–9. https://doi.org/10.2224/sbp.8268
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Agnoli, S., Franchin, L., Rubaltelli, E., & Corazza, G. E. (2019). The emotionally intelligent use of attention and affective arousal under creative frustration and creative success. Personality and Individual Differences, 142, 242–248. https://doi.org/10.1016/j.paid.2018.04.041
Al-Khalifa, O. H., Achoui, M., Bouhmama, D., Boussenna, M., Bari, M. A., Khalifa, B., Hilal, H., & Sayyed, S. R. (2010). Student’s creativity barriers: An Arab Regional study. Dirasat Nafsiyah, 20(4), 557–603.
Al-zaboot, S. E. (2017). The role of the university of Jordan in developing their students’ creativity from faculty members perspective. Zarqa Journal for Research and Studies in Humanities, 17(1), 301–318. https://doi.org/10.12816/0049144
Alhajri, S., Al-Yahyae, F., Al-Mamari, B., Al Amri, M., & Abdelmoula, W. (2016). Understanding of creativity within graphic design context in Middle-East. In Proceedings of the 1st Annual Conference (Takween) (Vol. 1, pp. 335–348). Zarqa University.
Alhayek, S., & Omoush, A. (2017). The Most common teaching strategies used in swimming courses and its relationship with innovative thinking in Jordanian universities. Dirasat: Educational Sciences, 44(4), 39–65.
Alt, D., & Naamati-Schneider, L. (2021). Health management students’ self-regulation and digital concept mapping in online learning environments. BMC Medical Education, 21. https://doi.org/10.1186/s12909-021-02542-w
Anwar, A., Abid, G., & Waqas, A. (2020). Authentic leadership and creativity: Moderated meditation model of resilience and hope in the health sector. European Journal of Investigation in Health, Psychology and Education, 10(1), 18–29. https://doi.org/10.3390/ejihpe10010003
Barak, M., Hussein-Farraj, R., & Dori, Y. J. (2016). On-campus or online: Examining self-regulation and cognitive transfer skills in different learning settings. International Journal of Educational Technology in Higher Education, 13. https://doi.org/10.1186/s41239-016-0035-9
Baumeister, R. F. (2014). Self-regulation, ego depletion, and inhibition. Neuropsychologia, 65, 313–319. https://doi.org/10.1016/j.neuropsychologia.2014.08.012
Beck, A. T., Epstein, N., Brown, G., & Steer, R. A. (1988). An inventory for measuring clinical anxiety: Psychometric properties. Journal of Consulting and Clinical Psychology, 56(6), 893–897. https://doi.org/10.1037/0022-006X.56.6.893
Beck, A. T., Ward, C. H., Mendelson, M., Mock, J., & Erbaugh, J. (1961). An inventory for measuring depression. Archives of General Psychiatry, 4(6), 561–571. https://doi.org/10.1001/archpsyc.1961.01710120031004
Berger, F., Schreiner, C., Hagleitner, W., Jesacher-Rößler, L., Roßnagl, S., & Kraler, Ch. (2021). Predicting coping with self-regulated distance learning in times of COVID-19: Evidence from a longitudinal study. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.701255
Bessis, P., & Jaqui, H. (1973). Yaratıcılık nedir? İstanbul Reklām Yayınları.
Campbell, W. K., Brunell, A. B., & Finkel, E. J. (2006). Narcissism, interpersonal self-regulation, and romantic relationships: An agency model approach. In K. D. Vohs & E. J. Finkel (Eds.), Self and relationships: Connecting intrapersonal and interpersonal processes (pp. 57–83). The Guilford Press.
Cheavens, J. S., Feldman, D. B., Gum, A., Michael, S. T., & Snyder, C. R. (2006). Hope therapy in a community sample: A pilot investigation. Social Indicators Research, 77, 61–78. https://doi.org/10.1007/s11205-005-5553-0
Coyne, M. A., Vaske, J. C., Boisvert, D. L., & Wright, J. P. (2015). Sex differences in the stability of self-regulation across childhood. Journal of Developmental and Life-Course Criminology, 1, 4–20. https://doi.org/10.1007/s40865-015-0001-6
DaVia Rubenstein, L., Callan, G. L., & Ridgley, L. M. (2018). Anchoring the creative process within a self-regulated learning framework: Inspiring assessment methods and future research. Educational Psychology Review, 30, 921–945. https://doi.org/10.1007/s10648-017-9431-5
DeHaan, R. L. (2009). Teaching creativity and inventive problem solving in science. CBE – Life Sciences Education, 8(3), 172–181. https://doi.org/10.1187/cbe.08-12-0081
Dixson, D. D., Keltner, D., Worrell, F. C., & Mello, Z. (2018). The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement. The Journal of Educational Research, 111(4), 507–515. https://doi.org/10.1080/00220671.2017.1302915
Eisenberg, N., Hofer, C., Sulik, M. J., & Spinrad, T. L. (2014). Self-regulation, effortful control, and their socioemotional correlates. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 157–172). The Guilford Press.
Gallagher, M. W., Marques, S. C., & Lopez, Sh. J. (2017). Hope and the academic trajectory of college students. Journal of Happiness Studies, 18, 341–352. https://doi.org/10.1007/s10902-016-9727-z
Glass, T. F. (2004). What gift? The reality of the student who is gifted and talented in public school classrooms. Gifted Child Today, 27(4), 25–29. https://doi.org/10.4219/gct-2004-152
Guilford, J. P. (1957). Creative abilities in the arts. Psychological Review, 64(2), 110–118. https://doi.org/10.1037/h0048280
Hahn Young, M., & Balli, S. J. (2014). Gifted and talented education (GATE): Student and parent perspectives. Gifted Child Today, 37(4), 236–246. https://doi.org/10.1177/1076217514544030
Hariri, N., & Kassis, G. (2017). The cultural and creative sector in 5 Arab Mediterranean countries: Skill-mismatch and active labour market policies. European Scientific Journal, 13(1), 182–197.
Hartanto, D., Kartadinata, S., Ahman, A., & Ilfiandra, I. (2019). The uniqueness of students’ academic hope in Indonesia. International Journal of Scientific and Technology Research, 8(4), 107–112.
Ivcevic, Z., & Nusbaum, E. C. (2017). From having an idea to doing something with It: Self-regulation for creativity. In M. Karwowski & J. C. Kaufman (Eds.), Explorations in creativity research. The creative self: Effect of beliefs, self-efficacy, mindset, and identity (pp. 343–365). Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00020-0
Kaya, S., & Kablan, Z. (2013). Assessing the relationship between learning strategies and science achievement at the primary school level. Journal of Baltic Science Education, 12(4), 525–534. https://doi.org/10.33225/jbse/13.12.525
Kim, K. H. (2006). Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18(1), 3–14. https://doi.org/10.1207/s15326934crj1801_2
Kivimäki, M., Vahtera, J., Elovainio, M., Helenius, H., Singh-Manoux, A., & Pentti, J. (2005). Optimism and pessimism as predictors of change in health after death or onset of severe illness in family. Health Psychology, 24(4), 413–421. https://doi.org/10.1037/0278-6133.24.4.413
Kwon, P. (2000). Hope and dysphoria: The moderating role of defense mechanisms. Journal of Personality, 68(2), 199–223. https://doi.org/10.1111/1467-6494.00095
Li, Ch.-H., & Wu, J.-J. (2011). The structural relationships between optimism and innovative behavior: Understanding potential antecedents and mediating effects. Creativity Research Journal, 23(2), 119–128. https://doi.org/10.1080/10400419.2011.571184
Liu, X., Gong, Sh.-Y., Zhang, H., Yu, Q., & Zhou, Zh. (2021). perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students. Thinking Skills and Creativity, 39. https://doi.org/10.1016/j.tsc.2020.100752
Lopes Lucas Carlomagno, L., Natividade, J. C., Ziebell de Oliveira, M., & Hutz, C. M. (2014). Relações entre Criatividade, Esperança, Otimismo e Desempenho Profissional. Temas em Psicologia, 22(2), 497–508. https://doi.org/10.9788/TP2014.2-18
Magat, J. S. (2013). Looking at gender differences in preschoolers’ self-regulation through multiple lenses [unpublished source].
Marques, S. C., & Gallagher, M. W. (2017). Age differences and short-term stability in hope: Results from a sample aged 15 to 80. Journal of Applied Developmental Psychology, 53, 120–126. https://doi.org/10.1016/j.appdev.2017.10.002
Moilanen, K. L. (2007). The adolescent self-regulatory inventory: The development and validation of a questionnaire of short-term and long-term self-regulation. Journal of Youth and Adolescence, 36, 835–848. https://doi.org/10.1007/s10964-006-9107-9
Montgomery, D., Bull, K. S., & Baloche, L. (1993). Characteristics of the creative person: Perceptions of university teachers in relation to the professional literature. American Behavioral Scientist, 37(1), 68–78. https://doi.org/10.1177/0002764293037001007
Munahefi, D. N., Waluya, S. B., & Rochmad, R. (2018). Analysis of creative mathematic thinking ability in problem-based learning model based on self-regulation learning. Journal of Physics: Conference Series, 983. https://doi.org/10.1088/1742-6596/983/1/012161
Rand, K. L., & Cheavens, J. S. (2011). Hope theory. In Sh. J. Lopez & C. R. Snyder (Eds.), Oxford library of psychology. The Oxford handbook of positive psychology (pp. 323–334). Oxford University Press.
Roy, J. (2013). Elementary teacher perceptions of teaching practices that foster creative thinking in students. Inquiry: The University of Arkansas Undergraduate Research Journal, 14, 75–94.
Runisah, R., Gunadi, F., & Ismunandar, D. (2020). The relationship between self-regulated learning and mathematical creative thinking ability. Journal of Physics: Conference Series, 1657. https://doi.org/10.1088/1742-6596/1657/1/012004
Santyasa, W., Santyadiputra, G. S., & Juniantari, M. (2021). Self-regulated e-learning and social attitudes for achieving creative thinking of students in learning physics in high school. Advances in Social Science, Education and Humanities Research, 536, 345–350. https://doi.org/10.2991/assehr.k.210312.057
Sawalhah, A. M., & Al Zoubi, A. (2020). The relationship of academic self-regulation with self-esteem and goal orientations among university students in Jordan. International Education Studies, 13(1), 111–122. https://doi.org/10.5539/ies.v13n1p111
Snyder, C. R. (2000). The past and possible futures of hope. Journal of Social and Clinical Psychology, 19(1), 11–28. https://doi.org/10.1521/jscp.2000.19.1.11
Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Ribinstein, H., & Stahl, K. J. (1997). The development and validation of the children’s hope scale. Journal of Pediatric Psychology, 22(3), 399–421. https://doi.org/10.1093/jpepsy/22.3.399
Snyder, C. R., Shorey, H. S., Cheavens, J., Mann Pulvers, K., Adams III, V. H., & Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94(4), 820–826. https://doi.org/10.1037/0022-0663.94.4.820
Snyder, C. R., Shorey, H. S., & Sympson, S. (2005). Development and validation of the domain hope scale revised [unpublished source].
Sternberg, R. J., & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34(1), 1–31. https://doi.org/10.1159/000277029
Sternberg, R. J., & Lubart, T. I. (1993). Investing in creativity. Psychological Inquiry, 4(3), 229–232. https://doi.org/10.1207/s15327965pli0403_16
Torrance, E. P. (1966). The Torrance tests of creative thinking. Norms – technical-manual. Verbal tests: Forms A and B. Figural tests: Forms A and B. Personnel Press, Inc.
Vohs, K. D., & Baumeister, R. F. (2004). Understanding self-regulation: An introduction. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 1–9). The Guilford Press.
Yang, Y., Xu, X., Liu, W., & Pang, W. (2020). Hope and creative self-efficacy as sequential mediators in the relationship between family socioeconomic status and creativity. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00438
Zhang, Y., Liu, W., Liu, Y., Huang, Zh., & Liu, Q. (2019). Chinese college students’ optimism and social creativity mediated by creative self-efficacy and hope. Social Behavior and Personality: An International Journal, 47(7), 1–9. https://doi.org/10.2224/sbp.8268
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2