Abstract
This study examines the relationship between the use of digital art applications and creative expression among visual arts students, considering creative self-efficacy as a mediating variable. A quantitative, correlational, and cross-sectional approach was employed with a purposive sample of 128 students from an art institution. Three instruments were used: a questionnaire on app usage, a creative self-efficacy scale, and a rubber applied by expert evaluators. Results revealed significant positive correlations between the variables, and regression analysis suggests that the effect of digital tools on creative expression is mediated by self-efficacy. It is concluded that digital environments enhance artistic output primarily when they strengthen the learner’s confidence in their creative abilities. This finding highlights the need to incorporate technology through a pedagogy that promotes autonomy, aesthetic reflection, and comprehensive artistic development.
References
[2] E. Álvarez Álvarez, “Influencia del Uso Didáctico y Actitud hacia las Apps Educativas para el Aprendizaje Móvil,” Revista Tecnológica-Educativa Docentes 2.0, vol. 17, no. 1, pp. 161–173, 2024. doi: 10.37843/rted.v17i1.452.
[3] M. Aranguren, A. Oviedo, y N. Irrazábal, “Estudio de las propiedades psicométricas de la escala de autoeficacia creativa en población argentina,” Revista de Psicología, vol. 7, no. 14, 2011. [En línea]. Disponible: http://bibliotecadigital.uca.edu.ar/repositorio/revistas/estudio-propiedades-psicometricas-escala.pdf.
[4] J. Bailey, “Academics’ Motivation and Self‐efficacy for Teaching and Research,” Higher Education Research & Development, vol. 18, no. 3, pp. 343–355, 1999. doi: 10.1080/0729436990180305.
[5] S. Vincent Stavridi, “Interactive Art Applications (I-Apps) in the Development of Younger Learners' Creative Thinking,” IGI Global, 2017. [En línea]. Disponible: https://www.igi-global.com/chapter/interactive-art-applications-i-apps-in-the-development-of-younger-learners-creative-thinking/175421.
[6] M. Vinci y D. Weng, “From ‘Stillness Becoming’ to ‘Making Time’ Digital Surface within My New Media-Art Practice,” Procedia - Social and Behavioral Sciences, vol. 122, pp. 82–91, 2014. doi: 10.1016/j.sbspro.2014.01.1313.
[7] F. J. Zarza-Alzugaray, J. C. Bustamante, O. Casanova, y S. Orejudo, “La autoeficacia creativa y la autoestima como predictores de la capacidad creativa en estudiantes universitarios de la asignatura Fundamentos de Educación Musical,” REIDOCREA, vol. 8, pp. 7–14, 2018.
[8] B. Chen, “Enhance creative performance via exposure to examples: The role of cognitive thinking style,” Personality and Individual Differences, vol. 154, 109663, 2020. doi: 10.1016/j.paid.2019.109663
[9] M. Caeiro, F. F. Ordoñez, M. D. Callejón, y E. Castro, “Diseño de un instrumento de evaluación de aplicaciones digitales (Apps) que permiten desarrollar la competencia artística,” Píxel-BIT Revista de Medios y Educación, no. 58, 2020.
[10] M. Blanco, “Creencias de autoeficacia de estudiantes universitarios: un estudio empírico sobre la especificidad del constructo,” Relieve, vol. 16, no. 1, 2010. [En línea]. Disponible: [1] M. C. Araújo, M. Dormal y N. R. Schady, “La calidad de los jardines de cuidado infantil y el desarrollo infantil,” IDB Working Paper Series, no. IDB-WP-779, 2017. [En línea]. Disponible en: https://doi.org/10.18235/0000664
[11] R. Vera, M. Salanova, y B. Martín-del-Río, “Self-efficacy among university faculty: how to develop an adjusted scale,” Anales de Psicología, vol. 27, no. 3, pp. 800–807, 2011.
[12] P. Digón e I. Iglesias, “Apps educativas para el público infantil: juegos para el entretenimiento o recursos educativos,” Revista Colombiana de Educación, no. 84, pp. 1–17, 2021. doi: 10.17227/rce.num84-12495
[13] P. Carpio et al., “Inteligencia, creatividad y desarrollo psicológico,” Acta Colombiana de Psicología, vol. 10, no. 2, pp. 41–50, 2007. [En línea]. Disponible: [1] M. C. Araújo, M. Dormal y N. R. Schady, “La calidad de los jardines de cuidado infantil y el desarrollo infantil,” IDB Working Paper Series, no. IDB-WP-779, 2017. [En línea]. Disponible en: https://doi.org/10.18235/0000664.
[14] C. Carpio, V. Pacheco, C. Canales, G. Morales y N. Rodríguez, “Comportamiento inteligente y creativo: efectos de distintos tipos de instrucciones,” Suma Psicológica, vol. 21, no. 1, pp. 36–44, 2014. doi: 10.1016/j.sumpsi.2014.06.002.
[15] P. Tierney y S. Farmer, “Creative Self-Efficacy: Its Potential Antecedents and Relationship to Creative Performance,” Academy of Management Journal, vol. 45, pp. 1137–1148, 2002.
This work is licensed under a Creative Commons Attribution 4.0 International License.