Creativity, Self-efficacy in Relation with Academic Performance of Ninth Standard students in Ernakulum District

The present study examines the creativity and self-efficacy in relation to the academic performance of ninthstandard students in Ernakulam District. Creativity and self-efficacy are considered essential psychological constructs that significantly influence students’ learning processes and academic performance. The method used in the present study is Descriptive Survey Method. The researcher considered the sample consists of 800 students of standard IX selected from 19 Secondary Schools. The Sub population comprises male &
female, Rural and Urban, Government & private, English Medium and Malayalam Medium Ninth class students of the respective population. The objectives of the study (1) To find out the level of Creativity and Self-efficacy of Ninth standard students in Ernakulam district. (2) To investigate the relationship exists between Academic Performance of the students, Creativity and Self-efficacy. Standardized tools were used to measure creativity and self-efficacy. Creativity Assessment Questionnaire (CAQ) - Constructed and
Validated by the Investigator with the help of the research guide (2023) and Self-efficacy Scale (Standardized) were used, while academic performance was assessed based on students’ scholastic achievement records. The data was quantified as per the scoring procedure and analyzed using suitable statistical tools like mean, standard deviation, correlation, regression and stepwise regression analysis.The
findings of the study reveal a significant and positive relationship between creativity and academic performance, as well as between self-efficacy and academic performance. The results indicate that students with higher levels of creativity and stronger self-efficacy tend to demonstrate better academic achievement. The study reveals the importance of fostering creativity and strengthening self-efficacy among students to enhance their academic performance. Educational implications and recommendations for teachers, curriculum planners, and school administrators are discussed in light of the findings.