The Contribution Ratio of Mind’s Habits in Predicting ‎Creative Self-Efficacy for Gifted Students ‎

Abstract

The present study aimed at uncovering the contribution ratio of the mind’s habits in predicting creative self-efficacy of gifted students in Jordan, and to find out if there are statistically significant differences in mind’s habits and creative self-efficacy attributed to gender and class variables in a cluster sample of (420) gifted students in basic seventh and tenth grades in King Abdullah II Schools of Excellence, Jordan. To achieve the aims of the study, Rodgers’ scale for habits of mind and Abbott’s scale for creative self-efficacy were used, after verifying their validity and reliability. Results of the study showed that the mean scores for creative self-efficacy in females were higher than in males. Also, the results showed that the mean scores for some habits of students’ mind as well as their creative self-efficacy were higher among seventh grade students if compared to 10th graders. Finally, multiple regression analysis results showed that persistence habits, the application of knowledge, thinking and communicating clearly and accurately, along with creativity, imagination and collecting data by using their senses, have contributed effectively in predicting creative self-efficacy.