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Artykuły—Kreacja—rozwój—aktywnośćartystyczna
Introduction
Overallsuccessesinschool,workandlifearecausedbycountless
numbersoffactors,andexploredbydifferentscientificdisciplines.Among
manyconclusionsdrawnfromtheresearchconductedbyeducational
psychologists,theroleofself-efficacyisworthhighlighting.Bandura’s
works(1977,1986,1993)showedthattheefficiencyofstudents’func-
tioningdependsnotonlyonthelevelofabilities,butalsoonperceived
self-efficacy,namelyanindividual’sconvictionthatheorsheisableto
copewithproblems.Numerousstudies(seeBandura,1997forareview)
confirmedthatstudentswiththesamelevelofabilitiesbehaveatdiffer-
entefficiencylevels.Thereasonforitoftenliesintheirperceivedself-
efficacy.AmorerecentworkofBandura(1997)elaboratedtheconcept
ofoverallself-efficacyandturneditsdetailedcharacteristicintospecific
self-efficacies,alsointheareaofcreativity.Theassumptionisthatto
solveproblemscreativelyanindividualmustnotonlyhavecreativeabili-
tiesbutalsobecharacterizedbyacertainlevelofcreativeself-efficacy.
Theimportantquestioniswhatinfluencessuchcreativeself-efficacy,
andespeciallywhichteachers’behaviorsmaystimulateitandhow.The
aimofthisstudyistoshowrelationsbetweenteachers’behaviorstypi-
calfortransformationalleadershipandstudents’self-efficacy.Thestudy
wasconductedinordertodeepenourknowledgeofthepossibleanteced-
entsofcreativeself-efficacyintheclassroom.Teachers’transformational
leadershipistreatedasamainindependentvariablewhichstrengthens
students’confidenceintheirowncreativity.However,thecomplexityof
teacher-studentrelationshipintheclassroomsuggeststhatthereare
manypossiblemediatorsoftherelationshipsbetweenteachers’behav-
iorsandstudents’creativeself-efficacy.Inthisstudytwopossiblemedia-
torsweretested.Thefirstoneisstudents’intrinsicmotivationwhichis
assumedtobeinfluencedbyteachers’transformationalleadershipand
whichthentranslatesintohighercreativeself-efficacy.Thesecondme-
diatoristheinterpersonalclimateintheclassroom,understoodastrust
betweenstudentsandteachers.Itisexpectedthathighertrustlevel
maybecausedbyteachers’transformationalleadershipanditmaythen
renderhighercreativeself-efficacyamongstudentsmorelikely.
