Abstract
Two studies examined the role of task-, self-, and other-approach achievement goals, trait curiosity, and enjoyment as antecedents of creative self-efficacy and the influence of creative self-efficacy on grade point average and perceived performance/effort exerted among college business students from Mexico. To test our research hypotheses, we used Structural Equation Modeling treating the variables as latent. Results from study 1 showed that task/self-approach goal was a significant antecedent of creative self-efficacy and enjoyment a marginally significant antecedent. Results from study 2 showed a positive, significant influence of trait curiosity on creative self-efficacy. Similarly, creative self-efficacy had a positive, direct influence on perceived performance/effort exerted and an indirect influence on students' grade point average. The implications of our results were discussed.
