Understanding the Influence of Learning Attitudes on Creative Self-efficacy in Graphic Design: A PRISMA-Guided Systematic Review
Keywords:
Creative Self-efficacy (CSE), Learning Attitudes (LA), Innovative Thinking (IT), Artificial Intelligence (AI)Abstract
This PRISMA-guided review synthesizes 50 empirical studies (2010–2025) on how learning attitudes (LA) influence creative self-efficacy (CSE) in graphic design education, examining innovative thinking (IT) as a mediator. Across quantitative and mixed-methods designs, stronger LA (intrinsic interest, task value, persistence) align with higher CSE. Evidence from experimental and quasi-experimental work indicates that explicit instruction in IT processes—ideation, questioning, experimentation, and synthesis—translates motivation into creative performance and confidence. Project-based and critique-centered pedagogy elevates both IT and CSE. Several studies report gender disparities: female students sometimes report lower CSE despite comparable engagement in IT, underscoring the need for inclusive critique practices and mentorship. Digital and AI tools can accelerate ideation and bolster confidence when paired with reflective guidance; over-reliance may dampen originality. Overall, creativity emerges from the interaction of motivation, cognitive strategy, and context. The review recommends (i) structured IT scaffolds, (ii) equitable feedback ecosystems, and (iii) ethical, reflective integration of AI. Future research should standardize CSE measures, triangulate self-report with artifact-based assessment, and adopt longitudinal, intersectional designs.
References
[1] A. Bandura, Self-efficacy: The Exercise of Control. New York, NY: Freeman, 1997.
[2] A. Bandura, “Social cognitive theory of self-regulation,” Organ. Behav. Hum. Decis. Process., vol. 50, no. 2, pp. 248–287, 1991.
[3] T. M. Amabile, Creativity in Context: Update to the Social Psychology of Creativity. Boulder, CO: Westview Press, 1996.
[4] E. L. Deci and R. M. Ryan, Intrinsic Motivation and Self-Determination in Human Behavior. New York, NY: Plenum, 1985.
[5] F. Mahfud, L. Fitriani, and D. Sari, “Vocational students’ innovation mindset and creative self-belief,” J. Technol. Innov. Educ., vol. 7, no. 2, pp. 81–95, 2024.
[6] T. Guo, L. Han, and M. Zhao, “Learning motivation and creative confidence in visual communication students,” Asia Des. J., vol. 11, no. 2, pp. 33–47, 2024.
[7] M. Barak, Y. Dori, and N. Tzivoni, “Cognitive components of innovative thinking: A theoretical framework,” J. Innov. Educ. Psychol., vol. 17, no. 1, pp. 15–28, 2020.
[8] R. Samaniego, D. Li, and X. Huang, “The mediating role of innovative thinking in motivation and Creative Self-efficacy,” Asia Pac. Educ. Rev., vol. 25, no. 1, pp. 33–49, 2024.
[9] C. Hwang and P. Wu, “Artificial Intelligence tools and their influence on creative ideation in visual design,” Comput. Educ., vol. 105, pp. 75–89, 2025.
[10] X. Liu, M. Zhang, and C. Ng, “Experiential tools and creative confidence in design education,” J. Des. Educ., vol. 18, no. 4, pp. 207–225, 2021.
[11] E. Taylor, M. Kim, and L. Zhang, “Gender variation in self-perception and confidence in creative education,” J. Learn. Innov., vol. 12, no. 1, pp. 44–58, 2024.
[12] J. Delahanty and D. Silverman, “Inclusion and creative self-belief in design classrooms,” J. Educ. Cult. Soc., vol. 12, no. 1, pp. 25–40, 2021.
[13] M. J. Page et al., “The PRISMA 2020 statement: An updated guideline for reporting systematic reviews,” BMJ, vol. 372, Art. no. n71, 2021.
[14] M. Karwowski, J. Gralewski, and A. Lebuda, “Creative self-efficacy scale development and validation,” Think. Skills Creat., vol. 33, Art. no. 100590, 2019.
[15] H. Kim, R. Kang, and J. Park, “Self-perception and tech savviness among digital media students,” Educ. Technol. Res. Dev., vol. 70, pp. 145–162, 2022.
[16] P. Tan and B. Chua, “Motivational types and creative self-efficacy,” Educ. Psychol., vol. 41, no. 5, pp. 483–496, 2022.
[17] M. Rana, S. Anwar, and D. Qureshi, “Blended learning and visual engagement,” Educ. Media Int., vol. 60, no. 3, pp. 98–113, 2023.
[18] A. Mou, “Long-term effects of conceptual sketching on creative efficacy,” Creat. Educ., vol. 14, no. 3, pp. 229–245, 2023.
[19] I. Farid, S. Bakhtiar, and A. Junaid, “Gamified creativity and student motivation,” J. Technol. Innov. Educ., vol. 10, no. 1, pp. 119–135, 2021.
[20] Y. Kang and C. Lin, “Design heuristics and creative problem-solving,” J. Des. Res., vol. 14, no. 2, pp. 122–139, 2020.
[21] D. Lim, Y. Choi, and T. Kang, “Artificial Intelligence -assisted critique in studio-based learning,” Des. Educ. Rev., vol. 19, no. 1, pp. 71–85, 2023.
[22] L. Wu and Z. Ma, “Creative persistence in art education: The role of Creative Self-efficacy in mitigating burnout,” Teach. Higher Educ., vol. 26, no. 3, pp. 214–228, 2021.
[23] D. Reyes, L. Ng, and K. Wong, “Design sprint pedagogy and iterative innovation,” J. Learn. Des., vol. 20, no. 2, pp. 90–108, 2020.
[24] C. Davis and H. Huang, “Enhancing Creative Self-efficacy through project-based learning in digital design courses,” J. Creat. Educ. Res., vol. 12, no. 2, pp. 101–117, 2023.
[25] S. Mokhtar and A. Ismail, “Inclusive critique models and student confidence,” Action Res. Educ., vol. 18, no. 1, pp. 98–112, 2022.
[26] L. Chen, “Mentorship and gender equity in creative learning environments,” Int. J. Educ. Psychol., vol. 9, no. 1, pp. 67–80, 2024.
[27] B. Shore and L. Wilson, “Mentorship and creativity in design,” Rev. Creat. Learn., vol. 6, no. 2, pp. 99–112, 2011.
[28] F. Shahzad, M. Baig, and S. Hashmi, “Adoption of generative AI in creative disciplines,” J. Comput. Assist. Learn., vol. 40, no. 1, pp. 58–73, 2024.
[29] T. Qian and Y. Yu, “Digital storytelling and visual thinking in design,” Comput. Educ. Creat., vol. 9, pp. 112–128, 2024.
[30] F. Zhou and J. Lee, “Digital overdependence in Artificial Intelligence -supported design environments,” Educ. Technol. Soc., vol. 27, no. 2, pp. 120–134, 2024.
[31] S. Basu and T. Rahman, “Socio-emotional learning in creative courses,” Asia-Pac. Educ. Rev., vol. 25, pp. 78–93, 2023.
[32] L. Wang and R. Zhang, “Technology-enhanced poster design: Impacts on creative output,” J. Digit. Media Des., vol. 13, no. 3, pp. 44–61, 2023.
[33] J. Park, M. Lee, and K. Seo, “Self-regulated learning and creative performance,” J. Educ. Res. Rev., vol. 31, no. 3, pp. 109–124, 2022.
[34] Z. Yu, “Cultural relevance and motivation in Chinese design education,” Int. J. Art Des. Educ., vol. 38, no. 2, pp. 134–147, 2019.
[35] S. Karwowski and M. Lebuda, “Creative self-efficacy and teaching styles as predictors of students’ creative performance,” Think. Skills Creat., vol. 24, pp. 1–13, 2017.
[36] A. Alavi, H. Jalil, and B. Reza, “Collaborative ideation and creative self-efficacy in student design teams,” Innov. Educ. J., vol. 8, no. 3, pp. 142–158, 2022.
[37] J. Hsu and L. Chen, “iPad-supported sketching and creative ideation,” Tech Trends, vol. 65, no. 6, pp. 709–718, 2021.
[38] T. Martin and L. Wang, “Online learning and creative performance in design education,” Educ. Inf. Technol., vol. 28, pp. 773–789, 2023.
[39] A. Rahimi, M. Fazel, and L. Pour, “3D modeling and innovation in art classrooms,” Educ. Technol. Int., vol. 26, no. 4, pp. 33–48, 2021.
[40] Y. Lu, H. Zhang, and W. Lin, “Virtual design spaces for creative exploration,” Comput. Educ., vol. 101, pp. 220–236, 2023.
[41] X. Zhang, R. Tan, and L. Wang, “Cross-cultural innovation through visual storytelling,” Int. J. Creat. Arts Educ., vol. 9, no. 1, pp. 11–25, 2020.
[42] M. Okonkwo, “Digital access and equity in African design education,” Educ. Dev. Afr., vol. 7, no. 2, pp. 55–67, 2021.
[43] K. Tanaka and M. Yamada, “Augmented reality in prototyping education,” Int. J. Technol. Educ. Sci., vol. 12, no. 1, pp. 88–102, 2023.
[44] J. Johnson and K. Ahn, “Scaffolding for visual narrative ideation,” Des. Learn. J., vol. 17, no. 4, pp. 34–49, 2022.
[45] L. Gonzalez and F. Torres, “Metaphoric design for social messaging,” Int. J. Des. Soc., vol. 17, no. 1, pp. 55–69, 2023.
[46] F. Ahmed and A. Khalid, “Reflective e-portfolios and creative identity,” Educ. Creat. Innov., vol. 8, no. 2, pp. 144–158, 2021.
[47] H. Seo, J. Lim, and T. Lee, “Critique anxiety and self-efficacy in studio-based courses,” Stud. Art Educ., vol. 65, no. 1, pp. 22–37, 2024.
[48] R. Amara and S. Lee, “Artificial Intelligence co-creation in identity design,” Comput. Educ. Art, vol. 3, no. 2, pp. 48–62, 2024.
[49] P. Tan and H. Noor, “Peer versus AI critique in creative development,” Educ. Technol. Soc., vol. 25, no. 1, pp. 55–70, 2022.
[50] M. Mahmud, N. Halim, and F. Latif, “Student autonomy in creative framing,” J. Educ. Innov., vol. 6, no. 3, pp. 32–46, 2023.
[51] J. Ortega and H. Jang, “Embodied learning in visual storytelling,” Int. J. Art Educ., vol. 17, no. 2, pp. 66–80, 2021.
[52] Y. Lim and S. Mok, “Adaptive design rubrics and cultural responsiveness,” Int. Rev. Educ. Arts, vol. 13, no. 4, pp. 74–88, 2020.
[53] J. Xia and R. Peng, “Sketch mapping as collaborative ideation,” Asia Pac. J. Educ. Des., vol. 11, no. 2, pp. 77–91, 2022.
[54] H. Kim and D. Park, “Augmented assessment of digital creativity,” J. Vis. Cult. Educ., vol. 14, no. 1, pp. 11–25, 2019.
[55] T. Singh, N. Das, and A. Ali, “Digital equity and design learning,” Afr. J. Educ. Technol., vol. 8, no. 2, pp. 55–69, 2021.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Sciences: Basic and Applied Research (IJSBAR)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who submit papers with this journal agree to the following terms.
