ORIGINAL ARTICLE
Longitudinal Analysis of Creative and Entrepreneurial Self-Efficacy in Undergraduates
Paula Álvarez-Huerta,
Alexander Muela,
Inaki Larrea,
Corresponding Author
Paula Álvarez-Huerta
Innovation and Intervention in Inclusive Education, Mondragon Unibertsitatea, Eskoriatza, Spain
Correspondence:
Paula Álvarez-Huerta ([email protected])
Search for more papers by this authorAlexander Muela
Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country, Donostia, Spain
Search for more papers by this authorInaki Larrea
Innovation and Intervention in Inclusive Education, Mondragon Unibertsitatea, Eskoriatza, Spain
Search for more papers by this authorPaula Álvarez-Huerta,
Alexander Muela,
Inaki Larrea,
Corresponding Author
Paula Álvarez-Huerta
Innovation and Intervention in Inclusive Education, Mondragon Unibertsitatea, Eskoriatza, Spain
Correspondence:
Paula Álvarez-Huerta ([email protected])
Search for more papers by this authorAlexander Muela
Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country, Donostia, Spain
Search for more papers by this authorInaki Larrea
Innovation and Intervention in Inclusive Education, Mondragon Unibertsitatea, Eskoriatza, Spain
Search for more papers by this authorFirst published: 10 January 2025
Funding: This research was supported by a grant from the Excellent Provincial Council of Gipuzkoa to the Faculty of Humanities and Education Sciences of Mondragon Unibertsitatea. Basque Government (IT1664-22).
ABSTRACT
Creativity and entrepreneurship are fundamental to the personal and professional development of new generations and for social progress in general. The primary aim of this study was to analyze changes in the creative and entrepreneurial self-efficacy of undergraduates as they progress through university, and to examine whether these trajectories are influenced by gender. We also explored the impact of engagement on students' creative and entrepreneurial self-efficacy. The sample comprised 200 undergraduates attending a Spanish university, all of whom completed various measures in Years 1 and 4 of their degree program. Results showed an increase in creative self-efficacy over time, but no change in entrepreneurial self-efficacy. Gender had no effect on these trajectories. Two dimensions of student engagement were found to be associated with an increase in both creative and entrepreneurial self-efficacy by the end of undergraduate study. From a practical point of view, the findings suggest the need to promote learning experiences involving participation in high-impact practices and reflective and integrative learning.
Conflicts of Interest
The authors declare no conflicts of interest.
Open Research
Data Availability Statement
Data available on request due to privacy/ethical restrictions.
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