Author: |
張舒晴 Chang, Shu-Ching |
---|---|
Thesis Title: |
國小教師創意教學自我效能、創意教學行為、執行功能與幸福感之調節中介關係探討 The Moderated Mediation Relation between Creative Teaching Self-Efficacy, Creative Teaching, Executive Function, and Well-being of Elementary School Teachers |
Advisor: |
陳學志
Chen, Hsueh-Chih |
Committee: |
邱發忠
Chiu, Fa-Chung 郭郡羽 Kuo, Chun-Yu 陳學志 Chen, Hsueh-Chih |
Approval Date: | 2022/06/14 |
Degree: |
碩士 Master |
Department: |
創造力發展碩士在職專班 Continuing Education Master's Program of Creativity Development |
Thesis Publication Year: | 2022 |
Academic Year: | 110 |
Language: | 中文 |
Number of pages: | 102 |
Keywords (in Chinese): | 國小教師 、創意教學自我效能 、創意教學行為 、執行功能 、幸福感 |
Keywords (in English): | elementary school teachers, creative teaching self-efficacy, creative teaching, executive function, well-being |
Research Methods: | 量化研究 |
DOI URL: | http://doi.org/10.6345/NTNU202200613 |
Thesis Type: | Academic thesis/ dissertation |
Reference times: | Clicks: 198 Downloads: 0 |
Share: |
School Collection Retrieve National Library Collection Retrieve Error Report |
近年來,正向心理學的興起引發人們對幸福感的重視,而促進社會進步的最大動力為教育,因此提升教師幸福感的議題備受關注。本研究旨在了解國小教師創意教學自我效能、創意教學行為、執行功能與幸福感之調節中介關係,研究對象為國小教師,採用「創意教學自我效能量表」、「創意教學行為量表」、「中文版執行功能量表(大學生版)」與「心盛量表」作為研究工具,本研究使用滾雪球抽樣法,以SurveyCake線上問卷發放,共回收550份有效問卷,針對問卷進行統計方法,結果顯示:(一)國小英語教師與非英語教師在創意教學自我效能、創意教學行為、執行功能均無顯著差異;(二)國小教師創意教學自我效能可以正向解釋幸福感;(三)國小教師創意教學自我行為能夠部份中介創意教學自我效能對幸福感的預測力;(四)國小教師之執行功能(策略行動)能促進創意教學行為對幸福感之關聯,且能緩衝創意教學自我效能與幸福感之關聯;(五)執行功能(組織規劃)能緩衝創意教學自我效能與幸福感之關聯;(六)執行功能(衝動控制)能促進創意教學自我效能與創意教學行為之關聯。本研究根據以上結果進行討論,提出學術研究建議與教學實務建議,作為未來研究之參考。
Nowadays, the popularity of positive psychology shows the importance of well-being. Therefore, this study aims to investigate the moderated mediation relation between creative teaching self-efficacy, creative teaching, executive functions, and well-being of elementary school teachers. The questionnaire consists of four parts: creative teaching self-efficacy scale, creative teaching scale, executive function scale, and well-being scale. The analyzed data was collected through the questionnaire. A total of 550 samples were collected. The results showed that (1) There was no significant difference between elementary school English teachers and non-English teachers on creative teaching self-efficacy, creative teaching, and executive functions. (2) Creative teaching self-efficacy could positively predict well-being. (3) Creative teaching showed a partial mediation effect on the relationship between creative teaching self-efficacy and well-being. (4) Executive function, including strategic action, organizational planning, and impulse control, could moderate this mediation model.
孔為捷(2018)。地圖記憶創意教學對國中學生地理學習表現與創造力之影響〔未發表之碩士論文〕。國立臺灣師範大學創造力發展碩士在職專班。http://doi.org/10.6345/THE.NTNU.MPCD.002.2018.F02
朱如君(2019)。師培生的核心素養—批判性反思。臺灣教育評論月刊,8(12),12-18。http://dx.doi.org/10.6791/TER
吳京一、童麗珠(2017)。簡介工作記憶及其腦內機制。科學教育月刊,398,2-12。http://dx.doi.org/10.6216/SEM.201705_(398).0001
吳宗立、徐秋雅(2010)。屏東縣國小教師教學快樂感與創意教學關係之研究。教育理論與實踐學刊,22(2010),29-61。http://dx.doi.org/10.7038/JETP.201012.0030
吳武典(1997)。教育改革與資優教育──資優教育的革新與展望—開發潛能培育人才。心理。
吳柳儀(2006)。高中職階段特殊教育教師專業知能需求之研究〔未發表之碩士論文〕。國立屏東教育大學。
吳清山(2002)。創意教學的重要理念與實施策略。臺灣教育, 612,2-8。
呂雨璇(2020)。嘉義地區國小教師幸福感與教學效能之相關研究〔未發表之碩士論文〕。國立嘉義大學教育學系研究所。
李紅、王乃弋(2004)。論執行功能及其發展研究。心理科學,27(2),426-430。http://dx.doi.org/10.3969/j.issn.1671-6981.2004.02.053
李漢岳(2013)。身體活動介入對執行功能影響之後設分析〔未發表之碩士論文〕。國立臺灣師範大學特殊教育系。
李麗香(2003)。國小教師創意教學與學生自我概念、學習動機、學習策略及學習成效之相關研究〔未發表之碩士論文〕。國立高雄師範大學教育系研究所。
辛素飛、梁鑫、盛靚、趙智睿 (2021)我國內地教師主觀幸福感的變遷(2002~2019):橫斷歷史研究的視角。心理學報,53(8),875。
林子斌(2020)。臺灣雙語教育的未來:本土模式之建構。臺灣教育評論月刊,9(10),8-13。http://dx.doi.org/10.6791/TER
林秀玟(2004)。創意教學策略之研究──以國小生活課程為例〔未發表之碩士論文〕。國立臺北教育大學自然科學教育研究所,1-214。
林芳如(2012)。淺談執行功能及其在特殊教育上的應用。國小特殊教育,54,23-32。http://dx.doi.org/10.7034/SEES
林芳毓(2020)。以創意教學自我效能為中介變項探討創造人格特質對教保服務人員工作滿意度的影響〔未發表之碩士論文〕。國立臺灣師範大學創造力發展碩士在職專班。http://dx.doi.org/10.6345/NTNU202000809
林青雅(2010)。運用創意教學提升國中英語學習動機與成就之行動研究〔未發表之碩士論文〕。國立彰化師範大學教育研究所。
林偉文(2002)。國民中小學學校組織文化、教師創意教學潛能與創意教學之關係〔未發表之博士論文〕。國立政治大學教育學系。
林偉文(2011)。創意教學與創造力的培育──以【設計思考】為例。教育資料與研究雙月刊,100,53-57。
林清山(2002)。創意教學的重要理念與實施策略。臺灣教育,614(2002),2-8。
林碧芳(2004)。中小學教師創意教學自我效能感與創意教學行為的結構方程模式之檢驗〔未發表之碩士論文〕。東海大學教育研究所。
林碧芳、邱皓政(2008)。創意教學自我效能感量表之編製與相關研究。教育研究與發展期刊,4(1),141-169。
邱有華(2013)。論基於提升職業幸福感的輔導員隊伍建設。思想理論教育,11,93-95。
邱恩琦(2014)。思覺失調症執行功能表現測驗之發展〔未發表之博士論文〕。國立臺灣大學職能治療研究所。 http://dx.doi.org/10.6342/NTU.2014.00071
邱華慧(2012)。兒童中英雙語能力與創造力之關係。弘光人文社會學報,15,1-20。http://dx.doi.org/10.29933/SHSS.201207.0001
洪巧菱、蔡侑蓉、黃崇儒、洪聰敏(2016)。以神經電生理取向探討身體活動在ADHD兒童症狀與認知功能效益:文獻回顧與展望。應用心理研究,64,39-93。
https://doi.org/10.3966/156092512016060064003
洪榮昭、林雅玲、林展立(2004)。國中小創意教師教學策略之研究──四位創意教學特優教師的個案分析。Bulletin of Educational Psychology,35(4),375-392。 http://dx.doi.org/10.6251/BEP.20040217
孫志麟(2003)。教師自我效能的概念與測量。教育心理學報,34(2),139-156。https://doi.org/10.6251/BEP.20020619
涂莉苹(2009)。非語音訊息對中英雙語使用者的語言短期記憶的貢獻〔未發表之碩士論文〕。國立中央大學認知與神經科學研究所。
張雨霖(2016)。從【教創意˙適性學】到【適性教˙學創意】。中等教育,67(1),36-55。http://dx.doi.org/10.6249/SE.2016.67.1.04
張雨霖、陳學志、徐芝君(2010)。教師創造力信念、創造力教學自我效能對創造力教學行為之影響。復興崗學報,99,151-171。
http://dx.doi.org/10.29857/FHKAJ.201009.0007
張春興(2013)。教育心理學-三化取向的理論與實踐(二版)。東華。
張家銘、孫美蓮、林素婷、邱瀞瑩(2018)。國高中體育教師之教師專業能力、自我效能感對幸福感之影響。運動休閒管理學報,15(4),36-53。http://dx.doi.org/10.6214/JSRM.201812_15(4).0003
教育部(2019)。教育部啟動全英語教學師資培育計畫培育學科英語教學專業師資。https://www.edu.tw/News_Content.aspx?n = 9E7AC85F1954DDA8&sms = 169B8E91BB75571F&s = BE94948F0D339502
陳心怡(2012)。執行運作功能提升方案對縮小學業成就變異性之成效探討。行政院國家科學委員會專題研究第一年期中成果報告(編號:NSC100-2628-H-003-011-My2)
陳心怡、陳美芳、胡心慈(2020)青少年執行功能行為評量表。中國行為科學社,臺北市。http://www.mytest.com.tw/EF_EF.aspx
陳玉樹(2008)。創造力訓練課程成效分析:準Solomon四組設計。課程與教學,11(4),187-212。http://dx.doi.org/10.6384/CIQ.200811.0187
陳玉樹、郭銘茜(2013)。四向度成就目標對教師創意教學表現之影響:創意自我效能的中介效果與團隊學習行為的跨層級調節效果檢定。教育科學研究期刊,58(3),85-120。http://dx.doi.org/10.6209/JORIES.2013.58(3).04
陳宜家、林奕宇、王鵬智、陳益乾、黃長治、林敬恩(2020)。女性失智症家庭照顧者之自我效能、積極因應、正向照顧經驗與幸福感之關係研究。台灣老年醫學暨老年學會雜誌,15(2),84-99。http://dx.doi.org/10.29461/TGGa.202005_15(2).0002
陳彥瑋(2018)。執行功能對國小資優生創造力之預測分析〔未發表之碩士論文〕。國立臺灣師範大學特殊教育學系。http://dx.doi.org/10.6345/DIS.NTNU.DSE.022.2018.F02
陳柏霖、余民寧、洪兆祥(2019)。僑生與本地生的目標設定、全心學習、意志力及巔峰幸福之模型建構和其差異比較。教育科學研究期刊,64(2),131-160。http://dx.doi.org/10.6209/JORIES.201906_64(2).0005
陳婉琪(2016)。評「頂級學習:培育學生的創造力與創業精神」。教育研究集刊,62(1),117-127。http://dx.doi.org/10.3966/102887082016036201004
陳霞鄢、王振德(2004)。國小資優班教師創造力教學行為之研究,資優教育研究,4(1),29-50。
陳韻宇(2020)。青少年正念與幸福感之關係研究:以強項為中介〔未發表之碩士論文〕。高雄醫學大學心理研究所。
曾望超(2003)。國小教師創意教學與學生後設認知能力、創造力及問題解決能力之相關研究〔未發表之碩士論文〕。國立高雄師範大學。
湯凱筑(2018)。國小教師參與專業學習社群的態度及行為對創意教學自我效能及幸福感之影響〔未發表之碩士論文〕。國立臺灣師範大學創造力發展碩士在職專班。http://doi.org/10.6345/THE.NTNU.MPCD.010.2018.F02
黃惠君、葉玉珠(2008)。國中教師教學玩興、教學動機、教學快樂感受與創意教學之關係。教育與心理研究,31(2),85-118。
楊立萱(2021)。國小學童創意自我效能與創造力之相關研究—以學習心流經驗及幸福感為中介變項〔未發表之碩士論文〕。國立臺灣師範大學創造力發展碩士在職專班。http://doi.org/10.6345/NTNU202100155
楊智先(2000)。教師工作動機、選擇壓力、社會互動與創造力之關係〔未發表之碩士論文〕。國立政治大學教育研究所。
葉虹言(2016)。普通高中英語教師自我概念與教學效能感的研究〔未發表之碩士論文〕。廣西師範大學。
廖育秀(2021)執行功能測驗之成分與多元智慧、正向心理特質之關係〔未發表之博士論文〕。國立臺灣師範大學創造力發展碩士在職專班。http://doi.org/10.6345/NTNU202100170
廖育秀、陳學志(2021年10月)。大學生的執行功能與主觀幸福感探究-以恆毅力為中介變項【口頭發表】。第六十屆台灣心理學年會,臺北市,臺灣。
趙捷(2010)。不同人格特點大學生冷熱執行功能與中央執行功能三子成分的關係研究〔未發表之碩士論文〕。西北大學。http://doi.org/10.6345/NTNU202100170
劉惠嬋、胡益進(2014)。國中教師內外控信念、社會支持及工作壓力與幸福感相關因素之研究: 以新北市某國中為例。健康促進與衛生教育學報,41,83-111。http://dx.doi.org/10.3966/207010632014060041004
劉艷、朱智、馬諧(2019)。雙語經驗對執行功能的影響。心理與行為研究,17(4): 452-460。
鄭博真(2011)。我國幼兒教師創造力人格特質與創造力教學行為之研究。高雄師大學報:教育與社會科學類,31,73-100。http://dx.doi.org/10.7060/KNUJ-ES.201112.0073
鄭鈞元(2016)。工作動機與主觀幸福感對教保服務人員創意教學表現之影響:階層線性模式分析。幼兒教保研究,16,1-29。http://dx.doi.org/10.6471/JECEC
蕭佳純(2011)。學生創造力影響因素之研究:三層次分析架構。特殊教育學報,33,151-177。http://dx.doi.org/10.6768/JSE.201106.0151
蕭佳純(2016)。教師創意教學發展之縱貫性研究。特殊教育研究學刊,41(1),63-90。http://dx.doi.org/10.6172/BSE.201603.4101003
蕭佳純(2017)。在職進修教師創意教學自我效能發展之縱貫性研究。教育科學研究期刊,62(3),25-55。http://dx.doi.org/10.6209/JORIES.2017.62(3).02
蕭佳純(2017)。科學創造力課程成效之縱貫性分析。科學教育學刊,25(1),47-73。http://dx.doi.org/10.6173/CJSE.2017.2501.03
蕭佳純(2020)。創意教學信念與創意教學行為關聯之研究:以參與專業學習社群的動機與情形為中介變項。當代教育研究季刊,28(1),1-37。
http://dx.doi.org/10.6151/CERQ.202003_28(1).0001
蕭佳純、王佩雯(2016)。創意角色認定、工作動機及創造力教學技巧與創意教學行為關係之研究。教育科學研究期刊,61(2),185-211。http://dx.doi.org/10.6209/JORIES.2016.61(2).07
蕭佳純、涂志賢(2012)。教師創造力教學行為量表之發展。課程與教學,15(2),87-117。http://dx.doi.org/10.6384/CIQ.201204.0088
簡紅珠、林進材、侯惠澤、張國恩、宋曜廷、林志成、張素貞、許籐繼、丁一顧、潘文福、莊蕙瑛(2012)。教師專業學習社群與教師專業發展。高等教育。
蘇明進、劉惠元(2004)。國小自然科創意教學成長團體發展歷程之行動研究〔未發表之碩士論文〕。 國立台中師範學院自然科學教育學系。
蘇霈(2021)。教師思考風格傾向與創意教學自我效能及工作壓力對幸福感之相關性研究:以特質活化理論為基礎〔未發表之碩士論文〕。國立臺灣師範大學創造力發展碩士在職專班。http://doi.org/10.6345/NTNU202100536
Amabile, T. M. (1995). Attributions of creativity: What are the consequences? Creativity Research Journal, 8(4), 423-426. https://doi.org/10.1207/s15326934crj0804_10
Armor, D. (1976). Analysis of the school preferred reading program in selected Los Angeles minority schools.
Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32. https://doi.org/10.1177/002248718403500507
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (2004). Social Cognitive Theory for Personal and Social Change by Enabling Media. In A. Singhal, M. J. Cody, E. M. Rogers, & M. Sabido (Eds.), Entertainment-education and social change: History, research, and practice (pp. 75–96). Lawrence Erlbaum Associates Publishers.
Bandura, A. (ed.). (1995). Self-efficacy in changing societies. New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511527692
Bandura, A., Freeman, W.H., & Lightsey, R. (1999). Self-Efficacy: The exercise of control. Journal of Cognitive Psychotherapy, 13, 158-166.https://doi.org/10.1891/0889-8391.13.2.158
Bialystok, E. (2018). Bilingualism and executive function: What's the connection? In D. Miller, F. Bayram, J. Rothman, & L. Serratrice (Eds.), Bilingual cognition and language: The state of the science across its subfields (pp. 283–305). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.54.13bia
Bott, N., Quintin, E. M., Saggar, M., Kienitz, E., Royalty, A., Hong, D. W. C., & Reiss, A. L. (2014). Creativity training enhances goal-directed attention and information processing. Thinking Skills and Creativity , 13, 120-128.
https://doi.org/10.1016/j.tsc.2014.03.005
Campbell, A. (1976). Subjective measures of well-being. American Psychologist, 31(2), 117. https://doi.org/10.1037/0003-066X.31.2.117
Carr, A. (2013). Positive psychology: The science of happiness and human strengths. Routledge. https://doi.org/10.4324/9780203156629
Carvalho, J. O., & Ready, R. E. (2010). Emotion and executive functioning: The effect of normal mood states on fluency tasks. Journal of Clinical and Experimental Neuropsychology, 32(3), 225-230.https://doi.org/10.1080/13803390902902458
Chan, R. C., Shum, D., Toulopoulou, T., & Chen, E. Y. (2008). Assessment of executive functions: Review of instruments and identification of critical issues. Archives of Clinical Neuropsychology, 23(2), 201-216.https://doi.org/10.1016/j.acn.2007.08.010
Chi, D. L., Ko, A., & Kim, J. Y. (2014). Bilingual flipcharts help improve oral health‐related knowledge and self‐efficacy of Korean‐American caregivers of preschoolers. Journal of Public Health Dentistry, 74(4), 261-265.
https://doi.org/10.1111/jphd.12073
Cook, V., & Bassetti, B. (2011). Language and Bilingual Cognition. Psychology Press.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper. https://doi.org/10.1177/001698629704100309
Cummins, J. (2000). Language, power and pedagogy. Multilingual Matters. https://doi.org/10.21832/9781853596773
Davis, M. H. (1980). A multidimensional approach to individual differences in empathy.
Dawson, P., & Guare, R. (2012). Coaching students with executive skills deficits. Guilford Press.
DeBonis, D.A., Ylvisaker, M., Kundert, D.K. (2000). The relationship between ADHD theory and practice: A preliminary investigation. Journal of Attention Disorders, 4(3), 161-173. https://doi.org/10.1177/108705470000400303
Dewey, J. (1897). My pedagogic creed (No. 25). EL Kellogg & Company.
Diener, E. 1984. Subjective well-being. Psychological Bulletin, 95, 542-575. https://doi.org/10.1037/0033-2909.95.3.542
Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237-251. https://doi.org/10.3102/0013189X15584327
Elena Sandoval-Lucero (2006) Recruiting paraeducators into bilingual teaching roles: The Importance of support, supervision, and self-efficacy, Bilingual Research Journal, 30(1), 195-218. https://doi.org/10.1080/15235882.2006.10162872
Fink, A., Grabner, R. H., Benedek, M., & Neubauer, A. C. (2006). Divergent thinking training is related to frontal electroencephalogram alpha synchronization. European Journal of Neuroscience, 23(8), 2241-2246.https://doi.org/10.1111/j.1460-9568.2006.04751.x
Fishman, J. A., (1971). The sociology of language. In J. Fishman (ed.), Advances in the sociology of language. Vol. 1. The Hague: Mouton. https://doi.org/10.1515/9783111417509-005
Ford, C. M. (1996). A theory of individual creative action in multiple social domains. Academy of Management review, 21(4), 1112-1142.https://doi.org/10.2307/259166
Friedman, N. P., Miyake, A., Young, S. E., DeFries, J. C., Corley, R. P., & Hewitt, J. K. (2008). Individual differences in executive functions are almost entirely genetic in origin. Journal of Experimental Psychology: General, 137(2), 201.https://doi.org/10.1037/0096-3445.137.2.201
Gambin, M., & Święcicka, M. (2015). Relationships of self-efficacy beliefs to executive functions, hyperactivity-impulsivity and inattention in school-aged children. Polish Journal of Applied Psychology, 13(1), 33-42.https://doi.org/10.1515/pjap-2015-0024
Garaigordobil, M. (2006). Intervention in creativity with children aged 10 and 11 years: Impact of a play program on verbal and graphic–figural creativity. Creativity Research Journal, 18(3), 329-345.https://doi.org/10.1207/s15326934crj1803_8
Gasper, K. (2003). When necessity is the mother of invention: Mood and problem solving. Journal of Experimental Social Psychology, 39(3), 248-262.https://doi.org/10.1016/S0022-1031(03)00023-4
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569.https://doi.org/10.1037/0022-0663.76.4.569
Gioia, G. A., Isquith, P. K., & Kenealy, L. E. (2008). Assessment of behavioral aspects of executive function. In V. Anderson, R. Jacobs, & P. J. Anderson (Eds.), Executive functions and the frontal lobes: A lifespan perspective (pp. 179–202). Taylor & Francis.
Grace, J., Grace, J., & Malloy, P. (2001). FrSBe, frontal systems behavior scale: Professional manual. Psychological Assessment Resources.
Groborz, M., & Necka, E. (2003). Creativity and cognitive control: Explorations of generation and evaluation skills. Creativity Research Journal, 15(2-3), 183-197.https://doi.org/10.1080/10400419.2003.9651411
Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. (2 ed). New York, NY: Guilford publications.
https://doi.org/10.1037/1528-3542.2.1.12
Jeong, J. E., Shin, N. (2019). Executive function and school adjustment in upper elementary school students: Mediating effect of self-efficacy. Korean Journal of Child Studies, 40(4), 123-135. https://doi.org/10.5723/kjcs.2019.40.4.123
Johnson, S. C., Baxter, L. C., Wilder, L. S., Pipe, J. G., Heiserman, J. E., & Prigatano, G. P. (2002). Neural correlates of self‐reflection. Brain, 125(8), 1808-1814. https://doi.org/10.1093/brain/awf181
Kelley, W. M., Macrae, C. N., Wyland, C. L., Caglar, S., Inati, S., & Heatherton, T. F. (2002). Finding the self? An event-related fMRI study. Journal of cognitive neuroscience, 14(5), 785-794. https://doi.org/10.1162/08989290260138672
Keyes, C. L. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 207-222.
https://doi.org/10.2307/3090197
Keyes, C. L. M. (1998). Social well-being. Social Psychology Quarterly, 61(2), 121-140.https://doi.org/10.2307/2787065
Kircher, T. T., Brammer, M., Bullmore, E., Simmons, A., Bartels, M., & David, A. S. (2002). The neural correlates of intentional and incidental self processing. Neuropsychologia, 40(6), 683-692.
https://doi.org/10.1016/S0028-3932(01)00138-5
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370. https://doi.org/10.1037/h0054346
McAuley, E., Mullen, S. P., Szabo, A. N., White, S. M., Wójcicki, T. R., Mailey, E. L., & Kramer, A. F. (2011). Self-regulatory processes and exercise adherence in older adults: Executive function and self-efficacy effects. American Journal of Preventive Medicine, 41(3), 284-290.https://doi.org/10.1016/j.amepre.2011.04.014
McKinlay, W. W., & Brooks, D. N. (1984). Methodological problems in assessing psychosocial recovery following severe head injury. Journal of Clinical and Experimental Neuropsychology, 6(1), 87-99. https://doi.org/10.1080/01688638408401199
Miley, W. M., & Spinella, M. (2006). Correlations among measures of executive function and positive psychological attributes in college students. The Journal of General Psychology, 133(2), 175-182.https://doi.org/10.3200/GENP.133.2.175-182
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8-14.https://doi.org/10.1177/0963721411429458
Mohammad, N., & Yasin, R. M. (2015). Creative teaching in design and technology curriculum: Using structural equation modeling. Procedia-Social and Behavioral Sciences, 204, 240-246. https://doi.org/10.1016/j.sbspro.2015.08.146
Monsell, S. (1996) Control of mental processes. InUnsolved Mysteriesof the Mind: Tutorial Essays in Cognition (Bruce, V., ed.), pp. 93 – 148, Erlbaum.
Newmann, F. M., Rutter, R. A., & Smith, M. S. (1989). Organizational factors that affect school sense of efficacy, community, and expectations. Sociology of Education, 221-238. https://doi.org/10.2307/2112828
Patton, J. H., Stanford, M. S., & Barratt, E. S. (1995). Factor structure of the Barratt impulsiveness scale. Journal of clinical psychology, 51(6), 768-774.
https://doi.org/10.1002/1097-4679(199511)51:6<768::AID-JCLP2270510607>3.0.CO;2-1
Phillips, L. H., Bull, R., Adams, E., & Fraser, L. (2002). Positive mood and executive function: Evidence from stroop and fluency tasks. Emotion, 2(1), 12.
Port, A., Willmott, C., & Charlton, J. (2002). Self-awareness following traumatic brain injury and implications for rehabilitation. Brain Injury, 16(4), 277-289.
https://doi.org/10.1080/02699050110103274
Rathert S., Cabaroğlu, N. (2020). Impact of bilingual practice on EFL learners’ self-efficacy. Journal of Language and Linguistic Studies, 16 (2), 738-756.
Redmond, M. R., Mumford, M. D., & Teach, R. (1993). Putting creativity to work: Effects of leader behavior on subordinate creativity. Organizational behavior and human decision processes, 55(1), 120-151. https://doi.org/10.1006/obhd.1993.1027
Rejskind, G. (2000). TAG teachers: Only the creative need apply. Roeper Review, 22(3), 153-157. https://doi.org/10.1080/02783190009554023
Roche, N. L., Fleming, J. M., & Shum, D. H. (2002). Self-awareness of prospective memory failure in adults with traumatic brain injury. Brain injury, 16(11), 931-945. https://doi.org/10.1080/02699050210138581
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069. https://doi.org/10.1037/0022-3514.57.6.1069
Schunk, D. H. (1995). Self-efficacy and education and instruction. In Self-efficacy, adaptation, and adjustment (pp. 281-303). Springer, Boston, MA.
Seligman, M. E. P. (2002). Positive Psychology, Positive Prevention and Positive Therapy. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 3-7). Oxford University Press.
Short, M. M., Mazmanian, D., Oinonen, K., & Mushquash, C. J. (2016). Executive function and self-regulation mediate dispositional mindfulness and well-being. Personality and Individual Differences, 93, 97-103.https://doi.org/10.1016/j.paid.2015.08.007
Smith, E. E., & Jonides, J. (1997). Working memory: A view from neuroimaging. Cognitive Psychology, 33(1), 5-42.https://doi.org/10.1006/cogp.1997.0658
SOH, K. C. (2000). Indexing creativity fostering teacher behavior: A preliminary validation study. The Journal of Creative Behavior, 34(2), 118-134.https://doi.org/10.1002/j.2162-6057.2000.tb01205.x
Spinella, M. (2005). Self-rated executive function: development of the executive function index. International Journal of Neuroscience, 115(5), 649-667. https://doi.org/10.1080/00207450590524304
Steiner, G. (1992). After Babel. Oxford: Oxford University Press.
Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. Free press.
Storbeck, J., & Maswood, R. (2016). Happiness increases verbal and spatial working memory capacity where sadness does not: Emotion, working memory and executive control. Cognition and Emotion, 30(5), 925-938.http://dx.doi.org/10.1080/02699931.2015.1034091
Stuss, D. T., & Benson, D. F. (1986). The frontal lobes. New York: Raven Press.
Tamannaeifar, M. R., & Motaghedifard, M. (2014). Subjective well-being and its sub-scales among students: The study of role of creativity and self-efficacy. Thinking Skills and Creativity, 12, 37-42. http://dx.doi.org/10.1016/j.tsc.2013.12.003
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137-1148. https://doi.org/10.2307/3069429
Vally, Z., Salloum, L., AlQedra, D., El Shazly, S., Albloshi, M., Alsheraifi, S., & Alkaabi, A. (2019). Examining the effects of creativity training on creative production, creative self-efficacy, and neuro-executive functioning. Thinking Skills and Creativity, 31, 70-78.https://doi.org/10.1016/j.tsc.2018.11.003
Whitmer, A. J., & Gotlib, I. H. (2013). An attentional scope model of rumination. Psychological Bulletin, 139(5), 1036.https://doi.org/10.1037/a0030923
Xuejun, B. A. I., & Haijuan, Y. A. O. (2018). Differences in cognitive inhibition between persons with high and low creativity: Evidences from behavioral and physiological studies. Acta Psychologica Sinica, 50(11), 1197.
https://doi.org/10.3724/SP.J.1041.2018.01197
Yang, H., Yang, S., & Isen, A. M. (2013). Positive affect improves working memory: Implications for controlled cognitive processing. Cognition & emotion, 27(3), 474-482. https://doi.org/10.1080/02699931.2012.713325
Zabelina, D., & Beeman, M. (2013). Short-term attentional perseveration associated with real-life creative achievement. Frontiers in Psychology, 4, 191.https://doi.org/10.3389/fpsyg.2013.00191
Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354-360. https://doi.org/10.1111/j.1750-8606.2012.00246.x
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329.
https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
https://doi.org/10.1207/s15326985ep2501_2