Is creative teaching behaviours’ effect on English creative writing multi-mediated by writing and creative self-efficacy?

Abstract

ABSTRACT English Writing as a second language learner faces more cognitive, social, and emotional challenges. Students can improve their writing skills through creative writing. From this perspective, this study examined the relationship between creative teaching behaviours (CTB) and English creative writing (ECW) and the role of English writing self-efficacy (EWSE) and creative self-efficacy (CSE) in multi-mediating the relation. It also investigated whether there is any difference between English-majoring students (EMS) and non-English majoring students (non-EMS). Participants included 478 university students in China. The results of the structural equation modelling supported the mediating role of EWSE only, indicating that CTB leads to ECW both directly and indirectly through EWSE. However, multi-group analysis revealed that CSE played as mediator for EMS. Therefore, college English teachers should strengthen their strategic awareness of CTB and pay more attention to students’ EWSE and CSE.