Structural Equation Modeling Analysis of the Interplay of Teachers’ Quality of Feedback, Creative Self-Efficacy, Exposure to Literary Text, and Creative Writing Skills
DOI:
https://doi.org/10.65339/ijsair.V2.I2.211Keywords:
Creative Writing Skills, Exposure to Literary Text, Creative Self-Efficacy, Teachers’ Quality of Feedback, Pre-Service TeachersAbstract
Creative writing is widely recognized as a vital component of language development that fosters imagination, self-expression, and higher order thinking among learners, yet limited empirical evidence explains how cognitive, motivational, and instructional factors interact to influence creative writing skills among pre-service teachers. Anchored on Social Cognitive Theory, this study examined the interplay of teachers’ quality of feedback, creative self-efficacy, exposure to literary text, and creative writing skills of pre-service teachers. Creative writing skills were assessed across five dimensions: use of figurative language, voice and tone, original idea generation, story elements (plot, character, and setting), and writing mechanics. The study employed a quantitative research design using validated survey questionnaires and rubric-based assessment of creative writing outputs. Data were collected from 130 pre-service teachers in the academic year 2025–2026, hence there were 130 creative writing outputs. Structural Equation Modeling (SEM) and descriptive statistics were utilized to determine predictive relationships and identify the best-fit model. Findings revealed that teachers’ quality of feedback strongly predicts creative self-efficacy. In return, creative self-efficacy shows a very strong effect on exposure to literary text though it shows direct effect of creative self-efficacy on creative writing skills is weak. Participants’ creative writing skills were consistently at a developing stage across all dimensions, reflecting a broader challenge in achieving both technical accuracy and creative depth. Moreover, creative self-efficacy played a significant role in strengthening the relationship between instructional support and writing outcomes, indicating that confidence enhances learners’ ability to apply feedback and generate ideas effectively. The findings highlight the importance of integrating meaningful feedback, confidence-building strategies, and rich literary exposure, and the study recommends strengthening instructional practices that holistically develop creative writing competence among pre-service teachers.
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