Document Type : Original Article
Author
Assistant Professor of Educational Psychology Faculty of Education - Kafr El Sheikh University
Abstract
This current research aims at revealing the level of: creative self-efficacy, overexcitability patterns, learning specific styles (MEMLETICS) and the impact of social type of each variable, as well as revealing the nature of the correlative relationships between creative self-efficacy and both overexcitability patterns and specific learning styles (MEMLETICS). By applying the scale of Abbot for measuring creative self-efficacy, overexcitability questionnaire for measuring overexcitability patterns and the scale of learning specific styles (MEMLETICS) for measuring learning specific favorite styles (MEMLETICS) authored by (Wheitly, 2006) translated and prepared by the researcher, on a total sample of (269) students from the three grade of STEM schools (140 male, 129 female) ages ranged from (15) and (18) years, average (16.5) years, and a standard deviation of (± 1,8), and this was in the first semester of the academic year 2018/2019, and by using the appropriate statistical methods data, it was concluded to raising the level of creative self-efficacy for STEM school students while the level of psychological overexcitability was high in all fields except emotional overexcitability which its level was intermediate. As for learning specific favorite styles, the dominant level of was high. Learning specific styles were arranged according to the degree of preference of the participants in the research sample as follows: group learning style, auditory learning style, verbal learning style, physical learning style, logical learning style, individual learning style, and finally visual learning style. Also, among the results of the research is that gender effects of creative self- efficacy and that there are statistically significant differences in self-efficiency in creative thinking, self-efficiency in creative performance and creative self- efficacy in favor of females. While differences in sensual overexcitability and emotion overexcitability were in favor of females, the differences in imagination overexcitability were in favor of males. As for learning specific favorite styles, the differences in the following learning styles: visual, physical, individual were in favor of females, and the differences in the logical learning style were in favor of males. In addition, there are statistically significant positive correlations between the creative self- efficacy and both overexcitability patterns and MEMLETICS learning specific favorite styles. These results have been discussed in light of the theoretical framework and the results of previous studies, and some psychological and educational recommendations and suggestions were presented.
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