- VOLUME
- Vol. 21 | (1)
4. Students’ State Mindfulness and Creative Self-Efficacy.pdf
- MANUSCRIPT TITLE
- Structural Relationships Between Student-Perceived Teacher Authentic Leadership, Students’ State Mindfulness and Creative Self-Efficacy: Evidence from Art Students in Taiwan
- KEYWORDS
- authentic leadership, state mindfulness, creative self-efficacy, teachers
- PUBLICATION DATE
DOI : 10.22804/kjep.2024.21.1.004
Open Access
This article is distributed under the terms of the Creative Commons Attribution NonCommercial NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which permits non-commercial use and distribution of the work, provided that the original work is properly cited and no modifications or derivative works are made.
License: https://creativecommons.org/licenses/by-nc-nd/4.0/
ⓒKorean Educational Development Institute (KEDI)
Abstract
This study explores the effect of student-perceived teacher authentic leadership on students’ creative self-efficacy, and the manner in which state mindfulness mediates the relationship. We tested the conceptual model using structural equation modeling (SEM) of data collected from 479 students of art-talent classes in Taiwan. The results revealed that student-perceived teacher authentic leadership and students’ state mindfulness positively predict their creative self-efficacy. Students’ state mindfulness plays a mediating role between perceived teacher authentic leadership and students’ creative self-efficacy. Discussion and implications of the results are presented.