Innovation entails the transformation of creativity into value. Innovation abilities are increasingly important and need to be valued and promoted in the current educational environment. To understand the role of students’ creative self-efficacy in practical competitions, this study explored the relevance of students’ participation in active competition and participation in the International Exhibition for Young Inventors (IEYI).
Participants chose the work category attached to the value and created ideas between the work and the selected category, affirming the competition’s value through self-efficacy and engagements. This study collected data from 254 students and performed confirmatory factor analysis (CFA) and structural equation modeling (SEM) through AMOS 20. All items in this study were different, that is, they could be used to investigate the response of the study sample. The average variation extraction ranged from 0.57 to 0.66, which was greater than 0.50; the factor load of each item ranged from 0.65 to 0.87, which was greater than 0.50. Therefore, the study data all met the test criteria of convergence validity and construct validity. In the study data, the combined reliability of each facet was above 0.899, which was greater than 0.70; the Cronbach’s α
value of each facet ranged from 0.896 to 0.923, which met the criteria of internal consistency reliability. The acceptability model constructed in this study had statistically obtained indicators of χ2 = 497.1, df = 246, χ2/df = 2.02, RMSEA = 0.06, GFI
= 0.86, AGF I= 0.83, NFI = 0.91, CFI = 0.94, IFI = 0.94, RFI = 0.91, PNFI = 0.79, PGFI = 0.71. The aforementioned indicators were in line with the verification criteria, showing that this model is suitable for analyzing all paths of this data construction. The hypotheses established in this study were all accepted; the creative self-efficacy was positively correlated with three types of competition engagement, comprising cognition, emotion, and behavior. Additionally, the three types of competition engagement were positively correlated with competition value. The cognitive input explanatory power was 62%, the emotional input explanatory power was 73%, the behavior input explanatory power was 79%, and the value explanatory power of participating in IEYI was 76%. The results showed that young peoples’ creative self-efficacy, competition
engagements, and the value of competition participation had a good fit and intrinsic quality, which verified the relevant acceptance model.
The study findings suggest that students’ creative self-efficacy can be caused by the hands-on process of competition participation, such as participation in IEYI. This study further improves our understanding of relationship dynamics by showing that three types of competition engagement can promote or inhibit participants’ competition value. Compared with previous studies, this study’s results seem to have a more meaningful combined impact on the value of competition participation. The study results have two main contributions: first, the research proposes that creative self-efficacy of invention creation is an important trait; second, previous research has confirmed that creative self-efficacy can improve cognitive, emotional, and behavioral engagement of competition and enhance the value of competition participation.
The Relationship between Adolescents´ Creative Self-efficacy, Competition Engagements and the Value of Participating in Competition-aking the IEYI International Exhibition for Young Inventors as an Example
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