Abstract
The purpose of our investigation was to examine the role of intrinsic and extrinsic regulation and boredom as antecedents of creative self-efficacy. In addition, we also assessed the effect of creative self-efficacy on divergent thinking among children. A battery of questionnaires assessing regulation for schoolwork, creative self-efficacy, boredom, and divergent thinking was administered during class time after receiving parental consent. We used structural equation modeling treating the variables as non-normally distributed and latent to test our hypotheses. Results showed a positive effect of intrinsic and extrinsic regulation on creative self-efficacy. Similarly, intrinsic regulation had a negative relationship with boredom. The theoretical and applied implications of our results were discussed.
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