Improving self-efficacy and creative self-efficacy to foster creativity and learning in schools

• This paper presents an intervention designed to enhance creative self-efficacy and self-efficacy. • The results show no significant effect of the intervention on both variables. • Qualitative data suggest that the intervention enhance students’ feeling of learning in a creative context. Self-efficacy refers to the perception and belief that an individual has of their skills and that they mobilize effectively to succeed in a particular action (in the sense of achieving a goal). Self-efficacy has been shown to greatly influence students’ results. However, creative self-efficacy, i.e., the belief that one can produce creative outcomes, has not been studied very often. In this paper, we focus on the impact of student self-efficacy and creative self-efficacy in the context of a pedagogical approach to creativity. More specifically, we set up an intervention designed to enhance students’ creativity. Data was collected on 23 students. This research adopted a mixed-methods design as data were collected from questionnaires and interviews. Results show that the intervention did not have a significant impact on (creative) self-efficacy. However, participants reported a general better understanding and being more familiar with the topic after the intervention. Results are discussed and further lines of research are suggested.