Heritage-Tech Creativity: A Moderated Analysis of Learning Attitudes and Self-Efficacy in Graphics Education
Keywords:
Learning attitudes, innovative thinking, creative self-efficacy, learning style, graphics education, PLS-SEM, heritage-tech creativityAbstract
In the evolving landscape of graphics education, where digital innovation merges with cultural heritage, fostering student motivation and self-belief is essential for equitable pedagogy. This study examines the interrelationships among Learning Attitudes (LA), Innovative Thinking (IT), and Creative Self-Efficacy (CSE) in graphic image creation among 508 Xi'an university undergraduates, integrating Bandura's self-efficacy theory and Amabile's componential model to prioritize cognitive diversity. Using a cross-sectional quantitative design, validated scales (NCLAGES, EITC-SRQ, CSES) and VARK styles were analyzed via PLS-SEM. The model explained 36% of CSE variance, with LA showing a direct positive effect (? = 0.488, p < .001). IT partially mediated this (indirect ? = 0.159), bolstered by experimenting (? = 0.121) and questioning (? = 0.103), but hindered by idea networking's negative effect (? = –0.115), reflecting collectivist conformity. Learning style moderated LA–IT: multi-modal learners exhibited strong gains (? = 0.676), while visual learners faced overload (? = –0.274, ns). The Heritage-Tech Creativity Model guides interventions like hybrid studios, enhancing CSE by 20–30% and promoting inclusive design.
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