The mediation effect of hope belief on mindful learning in game-based creativity learning

Abstract

This study aimed at examining a path model regarding the relationship of creative self-efficacy, career aspiration, hope belief, and mindful learning in game-based creativity learning. Participants were 185 4th to 6th elementary school students. The employed inventories included Children Aspiration Inventory, Inventory of Self-Efficacy in Creativity, Hope Inventory, and Inventory of Mindful Learning Experience in Digital Games. The result revealed that the model was acceptable: χ2 (N = 185, df = 31) = 37.009 (p = .211), GFI = .963, AGFI = .935, and RMR = .024, RMSEA = .032. These findings suggested that hope was a mediator of creative self-efficacy, career aspiration, and mindfulness in game-based creativity learning. Notably, this study pioneers exploring the relationship between hope belief and mindful learning during digital game-based learning. The findings of this study help understand the factors that influence mindful learning in game-based creativity learning.