Creative Self Efficacy among Gifted Students and Their Teachers in Jordan

Abstract

This study aimed at verifying the creative self-efficacy for gifted students and their teachers in Jordan through the studying of the relationship between creative self-efficacy (CSE) among students and teachers, and how it differs according to their gender, classrooms, and teachers’ specializations. The study sample was selected randomly from the King Abdullah ǁ Schools for Excellence, and it consisted of (190) gifted students from the seventh and tenth grades, in addition to (44) teachers of gifted students. The CSE inventory, prepared by Abbott (2010) has been developed and applied to the sample. The results indicated that CSE level for gifted students and their teachers was high, and also there were no significant differences in CSE among the students and their teachers attributed to gender, whereas there were significant differences in CSE among students attributed to the grade in favor of seventh grade. Also, there were significant differences in CSE among teachers attributed to the academic specializations in favor of science specializations. Another significant differences were found between gifted students and their teachers in CSE in favor of students