VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF ECONOMICS AND BUSINESS FACULTY OF POLITICAL ECONOMY GRADUATION THESIS An Application of the SCALE Instructor : MSc. Nguyen Thi Phuong Anh Student : Nguyen Thu Ha Student ID : 20051039 Class : QH 2020 E KT CLC 2 Program : High Quality Hanoi, 2023 VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF ECONOMICS AND BUSINESS FACULTY OF POLITICAL ECONOMY GRADUATION THESIS Examining Factors Influencing Student's Creativity: An Application of the SCALE Instructor : MSc. Nguyen Thi Phuong Anh Student : Nguyen Thu Ha Student ID : 20051039 Class : QH 2020 E KT CLC 2 Program : High Quality Hanoi, 2023 DECLARATION OF AUTHORSHIP I hereby declare that this thesis was completed under the direction and supervision of MSc. Nguyen Thi Phuong Anh; and that the work and results contained therein are the true facts of the authors and do not violate research ethics.
The data and figures presented in this discussion are for my analysis, comments, and evaluations from many different sources and have been noted as valid in the reference section. In addition, comments, reviews and other data used by authors and other organizations are clearly acknowledged and cited. I will take full responsibility for any fraud detected in our thesis. The University of Economics and Business is unrelated to any copyright infringement caused by my work (if any).
Student Nguyen Thu Ha ACKNOWLEDGMENT I would like to express my sincere thanks to all lecturers of the University of Economics and Business - Hanoi National University in general and teachers of the Faculty of Political Economy in particular for always accompanying, guiding, and supporting to help and create a learning environment, complete our in-depth background knowledge as well as develop ourselves for us. Especially, I would like to express my profound thanks to MSc. Nguyen Thi Phuong Anh has wholeheartedly guided and given suggestions to me throughout the implementation of this thesis topic. I would like to thank all the students who enthusiastically participated in the survey, shared, commented and gave me feedback while working on this topic.
I am also extremely thankful for the attention, support and help from family and friends. That is a great source of spiritual encouragement for me to pursue and complete this Graduation Thesis Finally, within time and professional knowledge limitations, the research paper is not immune to shortcomings and limitations. I look forward to receiving comments and suggestions from teachers so that I can learn from experience and improve the article. Sincerely! Hanoi, September 2023 Nguyen Thu Ha TABLE OF CONTENTS DECLARATION OF AUTHORSHIP.
LIST OF ABBREVIATIONS LIST OF FIGURES. LIST OF TABLES INTRODUCTION. Research subjects and scope of the study. Scope ofthe Study 5.
Data analysis methods 6. Contribution of the topic 6. Structure of the research. CHAPTER I: THEORETICAL BASIS AND CURRENT SITUATION OF STUDENT’S CREATIVITY.
Overview of creativity. Overview of student creativity 1. Current situation of student’s creativity. Current situation of student’s creativity in the world.
Current situation of student’s creativity in Vietnam 2. Literature review of foreign and domestic research 2. Physical Environment Factor towards student creativity 2. Learning Climate Factor towards student creativity.
Learner Engagement Factor towards student creativity. Creative Cognition Factor towards student creativity. CHAPTER II: METHODOLOGY 3. Descriptive statistics of the sample 3.
Reliability analysis of Cronbach's Alpha Scale. PLS-SEM model analysis CHAPTER IV: RESEARCH RESULT. Cronbach’s Alpha reliability evaluation results 4. Analyze the quality of observed variables Outer Loadings results.
Results of assessing the reliability of the Reliability scale 4. Result of Average Variance Extracted (AVE). Result of Discriminant Validity. Evaluation of the PLS-SEM structural mode! 4.
Model fit testing. Testing the assumption of multicollinearity violation. Coefficient of determination R’. Assess coefficient of impact (f value) 4.
Evaluate predictive relevance (coefficient Q2) 4. Test for path coefficients CHAPTER V: DISCUSSION AND IMPLICATIONS 5. Implications and Recommendation 5. Recommendations to Educational Institutions 5.
Recommendations to instructors 5. Recommendations to students. Implications for the state CONCLUSION REFERENCES APPENDIX. APPENDIX 2: ANALYSIS RESULTS FROM STATA APPENDIX 3: ANALYSIS RESULTS FROM SMARTPLS 4 iii LIST OF ABBREVIATIONS AVE Average Variance Extracted CCE Centre for Continuing Education CR Compossite Reliability GCI Global Competitiveness Index OECD Organization for Economic Cooperation and Development PLS - SEM Partial least squares Structural Equation Modeling SCALE Support for Creativity in a Learning Environment TT - BCDDT Information - Ministry of Education and Training UNICEF United Nations International Children's Emergency Fund VIF Variance Inflation Factor iv LIST OF FIGURES Figure 1.1 Levels of creativity 9 Figure 1.2 UNICEF core life skills 18 Figure 1.3 Center for Curriculum Redesign model of| 20 curriculum Figure 1.4 Prototype tool for assessing pupils’ creativity in 21 schools Figure 2.1 Proposal Research Model 39 Figure 3.1 Research Process 45 Figure 4.1 Descriptive Data - Participate in creative 59 competitions Figure 4.2 Descriptive Data - One's creative activities are 60 shown most clearly Figure 4.3 Descriptive Data - Elements that most influence 61 student creativity Figure 4.4 Descriptive Data - Other Elements Affecting 62 Creativity Figure 4.5 Results of PLS-SEM linear structural model 76 LIST OF TABLES Table 1.1 Final SCALE Components 12 Table 2.1 Summary of factors affecting personal creativity 34 Table 3.1 Factors and observed variables in the model 50 Table 4.1 Descriptive Data about School, Majors, School 57 Year, Gender and Living Table 4.2 Descriptive data on factors affecting student 63 creativity Table 4.3 Results of Cronabach’s Alpha coefficient 65 Table 4.4 Result of Outer loadings — Matrix 68 Table 4.5 Result of Construct Reliability 70 Table 4.6 Result of Average Variance Extracted (AVE) 71 Table 4.7 Result of Discriminant Validity — Fornell-Lercker | 71 criterion Table 4.8 Result of Model fit 72 Table 4.9 Result of Collinearity Statistics (VIF) 72 Table 4.10 Result of R-square 74 Table 4.11 Result of f-square 75 Table 4.12 Result of coefficient Q2 75 Table 4.13 Structural estimates (hypotheses testing) 77 INTRODUCTION 1.
Research rationale In the context of Industry 4.0, the remarkable transition from the conventional economy to the digital economy in the last decade has ushered in a wave of transformative progress across various facets of socio-economic existence. Among these transformative factors, creativity stands out as an imperative objective for nations, enterprises, and individuals alike. Crucially, it is the young generation of each nation, or specifically the students, who wield a profound influence on creativity potential. They are the vanguards of creativity, holding the key to our country's future prosperity.
To achieve those levels of creativity, students, the country's future workforce, play an extremely important role. The level of creativity of the country and the organization depends a lot on the student body. Universities, as pioneers, fulfill their mission of promoting creative ideas by providing society with human resources equipped with the necessary thinking and skills as well as appropriate research results. Students learn and raise awareness about entrepreneurship, creativity and social activities at school, helping students develop ideas in the spirit of creativity.
In addition, consulting and support programs for students to develop ideas in the spirit of creativity and provide solutions to improve the scientific and technological content of students' projects and ideas. Creativity has been identified as a key educational goal and an essential 21%-century skill that should be supported in schools (Chan & Yuen, 2014). In recent years, scholars and educators have stressed the importance of preparing students for a future that will demand complex problem-solving and creative thinking (Wagner, 2010). The type of thinking and working needed is not the industrial behaviors and skills our school system was designed for and still promotes.
The future of our civilization depends on the creativity of our young people and one of the most important things we can do in schools is to foster creativity (Robinson, 2011). According to the 2022 Global Creativity Index ranking announced by the World Intellectual Property Organization (WIPO), Vietnam is currently assessed to have positive creativity capacity, ranked 48th/132 countries. The economy holds the 4th position in Southeast Asia, after Singapore (7th), Malaysia (36th) and Thailand (43rd). Vietnam's innovative startup ecosystem is ranked 54th in the world, 12th in the Asia-Pacific region in 2022 (according to Startup Blink's assessment).
This result has recognized Vietnam's positive changes in perfecting and raising the ranking in the nation's creativity assessment. The above rankings demonstrate the potential and resilience of Vietnam in a context where the country still faces many difficulties and challenges when macroeconomic and geopolitical factors are developing very complicatedly around the world. Creativity in science and technology activities began more than ten years ago with the emergence of the Project "Supporting the National Creativity Startup Ecosystem until 2025" (Project 844) by The Ministry of Science and Technology has presided over changes to the core of an industrial economy, which has great relevance to the operations of universities. Lucy Cameron & colleagues (2019) pointed out that the subjects implementing creativity include universities, creativity centers, startups, and individuals.
During the period of international integration, students have access to many streams of knowledge and creativity. Creativity helps students develop flexible thinking, stimulate personal development, and come up with many new ideas or products in the learning environment or daily life. Besides, creativity makes an important contribution to economic and social development. Creative ideas and products from students not only contribute to society but also play an important role in the sustainable development of a country.
In short, student creativity not only helps them develop skills and knowledge but also makes an important contribution to the development of society and the economy. It encourages flexible thinking, and exploration, and promotes progress in a variety of fields. There are various ways to measure creativity, as it is a multifaceted and complex concept. However, the work of Richarson & Mishra (2018) which proposed the "SCALE" is fitting for measuring student creativity because it encompasses several key factors that are particularly relevant in an educational context.
According to Richarson & Mishra (2018), the learning environment plays an essential role in supporting student creativity. The research of Richarson (2018) has provided educators with a practical tool to support the design of learning environments that support student creativity. Based on literature review, classroom observations, and administrator feedback, three key areas were found to support student creativity: (i) Learner Engagement, (ii) Physical Environment, and (iii) Learning Climate. These three areas create the foundation of the SCALE: Support for Creativity in a Learning Environment, a tool that provides educators with specific examples for the support of creativity.
Vietnam is currently a country with a very positive and highly appreciated creativity index. State management agencies and schools are also very active in promoting creativity. However, in reality there are still many problems that stakeholders need to make more efforts to promote and create more added value for this creativity issue. Currently, research on creativity in Vietnam is still limited.
Therefore, in the current context and moreover, previous research articles on creativity are not applicable to the present time when changes in context, technology, and people are constantly changing. Recognizing the importance of students in creativity activities and inheriting theories from previous research articles. I decided to choose the topic "Examining Factors Influencing Student's Creativity: An Application of the SCALE" to research. This study examines the factors affecting students' creativity, and at the same time verifies previous research results and offers appropriate solutions to promote students' creative activities.
Research objectives The general research goal of the article is to analyze and evaluate some key factors affecting the creativity of Vietnamese students. To achieve the general goal, the research needs to achieve specific goals: - Understand the current situation of student creativity in Vietnam’s universities. - Analyze key factors that contribute to promoting or hindering student creativity. - Measure the relationship between those key factors that affect student creativity.
- Propose some implications and recommendations to enhance student creativity and ultimately promote national creativity.