The mediating role of creative self-beliefs in the effect of epistemological beliefs on students' intellectual risk-taking

Abstract :

Intellectual risk-taking has been defined as engagement in learning behaviors such as sharing experimental ideas, asking questions, exploring unfamiliar topics, trying new methods, and trying to do and learn new things, which exposes the learner to the risk of making mistakes Therefore, the current research was conducted with the aim of investigating the mediating role of creative self-beliefs in the effect of epistemological beliefs on students' intellectual risk-taking. The research method was descriptive-correlation and it was of the structural equation model type. The statistical population of the research was second secondary students of Mahabad city (N = 1850), of which 352 students participated in the research. To measure the variables, Schommer (1993) epistemological beliefs questionnaire, Karwowski et al.'s creative self-efficacy (2013) and Beghetto intellectual risk-taking (2009) were used. Data analysis was done using structural equation model with Amos software. The results showed that the epistemological beliefs of stability of knowledge, innate learning and simplicity of knowledge have a significant effect on intellectual risk-taking, but the effect of innate ability and source of knowledge was insignificant, In addition, the epistemological beliefs of stability of knowledge, source of knowledge and simplicity of knowledge showed a positive effect on creative self-efficacy and creative personal identity, and the innate ability and quick learning showed a negative and significant effect on creative self-efficacy and creative personal identity. Also, creative self-efficacy and creative personal identity have a positive and significant effect on intellectual risk-taking.