The correlation of self-regulated learning and creative self-efficacy among architecture college-students

Creative self-efficacy (CSE) is viewed as the most appropriate concept to explain the motivation behind creative expression that is defined as an individual's state-like belief in his or her own ability to perform specific tasks required to produce novel, original, or appropriate solutions (Abbot, 2010). This self-efficacy is needed for architecture college-students as one of the fundamental aspects in facing competitions in the architecture field. However, there are still few studies of CSE in the field of architecture. Previous research has found that design self-efficacy among architects (Beeftink, et al., 2012) and student creativity (Jalou, 2015) are influenced by self-regulated learning. Therefore, the current study aimed to examine the correlation between self-regulated learning (SRL) and creative self-efficacy (CSE) among architecture college-students. SRL was measured by using Strategy of Self-Regulated Learning Scale (Hariseno, 2012), CSE was measured by using Revised Model of CTSE II and CPSE II (Abbott, 2010). Using accidental sampling technique, participants of this study were 159 architecture college-students (Boys = 55). The Pearson Correlation indicated that SRL correlates positively and significantly with CSE (r = 0.321; p < 0.01) and as well as each dimension, creative thinking self-efficacy (r = 0.269; p < 0.01) and creative performance self-efficacy (r = 0.342; p < 0.01), among architecture college-students. Based on these results, it is suggested that architecture college-students should improve their self-regulated learning in learning process because the higher self-regulated learning architecture college-students, the higher creative self-efficacy.