Abstract
The purpose of this research paper is to examine the relationship between self-concepts relating to two attributes necessary for successful engineers in today's society: creativity and global readiness. Some previous studies have shown a positive relationship exists between multicultural exposure and later creative performance. However, no studies were found that examine the relationship between students' self-concepts of these attributes. This paper seeks to examine several hypotheses: 1) Students who have traveled internationally will have stronger global readiness and perceive global readiness as being more valuable. 2) Students who have had more international experiences will have higher creative self-efficacy, stronger creative identity, and perceive creativity as being more valuable to them. 3) Students who believe they are more globally ready will have higher creative self-efficacy and stronger creative identity. 4) Students who value global readiness will also value creativity. The results show that international experiences influence students' perceived value of global readiness and other measures of global readiness. Measures of creative self-concepts are impacted if students spend a significant length of time in an international setting.
| Original language | English (US) |
|---|---|
| Article number | 7044146 |
| Journal | Proceedings - Frontiers in Education Conference, FIE |
| Volume | 2015-February |
| Issue number | February |
| DOIs | |
| State | Published - Feb 17 2015 |
| Event | 44th Annual Frontiers in Education Conference, FIE 2014 - Madrid, Spain Duration: Oct 22 2014 → Oct 25 2014 |
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All Science Journal Classification (ASJC) codes
- Software
- Education
- Computer Science Applications
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The relationship between creative self-concepts, perceptions of global readiness, and travel experiences of engineering students. / Zappe, Sarah Elizabeth; Reeves, Philip; Mena, Irene; Litzinger, Thomas.
In: Proceedings - Frontiers in Education Conference, FIE, Vol. 2015-February, No. February, 7044146, 17.02.2015.Research output: Contribution to journal › Conference article
TY - JOUR
T1 - The relationship between creative self-concepts, perceptions of global readiness, and travel experiences of engineering students
AU - Zappe, Sarah Elizabeth
AU - Reeves, Philip
AU - Mena, Irene
AU - Litzinger, Thomas
PY - 2015/2/17
Y1 - 2015/2/17
N2 - The purpose of this research paper is to examine the relationship between self-concepts relating to two attributes necessary for successful engineers in today's society: creativity and global readiness. Some previous studies have shown a positive relationship exists between multicultural exposure and later creative performance. However, no studies were found that examine the relationship between students' self-concepts of these attributes. This paper seeks to examine several hypotheses: 1) Students who have traveled internationally will have stronger global readiness and perceive global readiness as being more valuable. 2) Students who have had more international experiences will have higher creative self-efficacy, stronger creative identity, and perceive creativity as being more valuable to them. 3) Students who believe they are more globally ready will have higher creative self-efficacy and stronger creative identity. 4) Students who value global readiness will also value creativity. The results show that international experiences influence students' perceived value of global readiness and other measures of global readiness. Measures of creative self-concepts are impacted if students spend a significant length of time in an international setting.
AB - The purpose of this research paper is to examine the relationship between self-concepts relating to two attributes necessary for successful engineers in today's society: creativity and global readiness. Some previous studies have shown a positive relationship exists between multicultural exposure and later creative performance. However, no studies were found that examine the relationship between students' self-concepts of these attributes. This paper seeks to examine several hypotheses: 1) Students who have traveled internationally will have stronger global readiness and perceive global readiness as being more valuable. 2) Students who have had more international experiences will have higher creative self-efficacy, stronger creative identity, and perceive creativity as being more valuable to them. 3) Students who believe they are more globally ready will have higher creative self-efficacy and stronger creative identity. 4) Students who value global readiness will also value creativity. The results show that international experiences influence students' perceived value of global readiness and other measures of global readiness. Measures of creative self-concepts are impacted if students spend a significant length of time in an international setting.
UR - http://www.scopus.com/inward/record.url?scp=84938153482&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84938153482&partnerID=8YFLogxK
U2 - 10.1109/FIE.2014.7044146
DO - 10.1109/FIE.2014.7044146
M3 - Conference article
AN - SCOPUS:84938153482
VL - 2015-February
JO - Proceedings - Frontiers in Education Conference, FIE
JF - Proceedings - Frontiers in Education Conference, FIE
SN - 0190-5848
IS - February
M1 - 7044146
ER -