الإسهام النسبي لأساليب التعلم و بيئة التعلم الإبداعية في التنبؤ بفعالية الذات الإبداعية لدى طلبة مدارس المتفوقين الثانوية في العلوم و التكنولوجيا (STEM)‎

Abstract EN

The present research aimed to identify the relationship between creative self-efficacy and both learning styles and creative learning environment, and identify relative contribution of learning styles and creative learning environment in predicting creative self-efficacy among STEM school students.

Measures learning styles prepared by Felder & Silverman, 1998), creative learning environment (prepared by the researcher), creative self-efficacy (prepared Abbott, 2010).

Measures were applied on main study sample which consisted of (247) male and female from secondary stage in STEM school.

By using Person correlation coefficient and regression analysis, Ruselts showed that there is a statistically significant positive (0.01) between learning styles dimensions and both dimensions of creative self-efficacy, and a statistically significant positive correlation (0.01) between creative learning environment dimensions and both dimensions of creative self-efficacy.

and creative self-efficacy can be predicited from learning styles (verbal/ visual, active/ reflective) and creative learning environment (student effective participation, positive climate learn).