Advisers

Dr. Mariju F. Galicha

Discipline

Natural Science And Mathematics, Curriculum, And Instruction

Abstract

The practice of calligraphy has evolved from a traditional art form into a means of creative expression and mindfulness. However, limited research has examined how learners sustain motivation and persistence in this craft. This study explored the interrelationship among creative self-efficacy, flow experience, and practice persistence among calligraphy learners to identify factors that enhance artistic engagement. Using a quantitative descriptive correlational research design, the study involved 385 calligraphy learners selected through stratified random sampling. A standardized questionnaire was used to measure participants’ levels of creative self-efficacy, degree of flow experience, and persistence in practice. The results revealed that learners demonstrated high levels of creative self-efficacy (M = 3.43) and flow experience (M = 3.46), indicating strong confidence and engagement during creative tasks. Significant differences were found when participants were grouped by sex, age, and year level. Correlation analysis showed positive relationships between creative self-efficacy and practice persistence (r = 0.123, p = 0.016), as well as between flow experience and practice persistence (r = 0.532, p = 0.000). These findings suggest that learners with higher creative confidence and stronger flow experiences are more motivated and consistent in their artistic practice. The study contributes to the growing body of literature on creative education by emphasizing the importance of fostering flow and self-efficacy to support long-term motivation. It recommends integrating mindfulness-based creative exercises and reflective learning strategies to enhance learners’ persistence and intrinsic motivation in calligraphy education.

Keywords

calligraphy education, creative self-efficacy, flow experience, practice persistence, learner motivation