Pub Date : 2023-06-30DOI: 10.36358/jce.2023.23.2.63
Donggun An
The purpose of this study was to investigate the knowledge structure of research on college students’ creativity from a context-specific perspective and suggest a future direction for the studies. A total of 579 keywords were selected from 242 research papers in South Korea during the past 20 years from 2003 to 2022 that considered college students’ creativity. Then, a total of 54 keywords represented more than three times among them were analyzed using keyword network analysis including centrality analysis, and community analysis. The results showed that the keywords with high degree centrality were creativity, college students, everyday creativity, creative problem solving and so on. The keywords with high betweenness centrality were creativity, college students, everyday creativity, creative problem solving, creative character, and so on. In the results of community analysis, four sub-groups were formed focusing on everyday creativity (creative character, learning flow, creative self-efficacy, creative thinking, and career maturity), college students (creative character education, character, creative ability, core competence, and creative education), creative problem solving (problem solving, creative tendency, empathy, learning motivation, and creativity competency), and creativity (creativity convergence competency, creative leadership, self-efficacy, nursing students, and creative competency). There were differences in context-specific (academic, career developmental, educational, social, and everyday) factors of creativity that each sub-group was mainly dealing with. Theoretical and practical implications and future directions were also discussed.
{"title":"Exploring the Knowledge Structure of Research on College Students’ Creativity Through Keyword Network Analysis: A Context-Specific Approach","authors":"Donggun An","doi":"10.36358/jce.2023.23.2.63","DOIUrl":"https://doi.org/10.36358/jce.2023.23.2.63","url":null,"abstract":"The purpose of this study was to investigate the knowledge structure of research on college students’ creativity from a context-specific perspective and suggest a future direction for the studies. A total of 579 keywords were selected from 242 research papers in South Korea during the past 20 years from 2003 to 2022 that considered college students’ creativity. Then, a total of 54 keywords represented more than three times among them were analyzed using keyword network analysis including centrality analysis, and community analysis. The results showed that the keywords with high degree centrality were creativity, college students, everyday creativity, creative problem solving and so on. The keywords with high betweenness centrality were creativity, college students, everyday creativity, creative problem solving, creative character, and so on. In the results of community analysis, four sub-groups were formed focusing on everyday creativity (creative character, learning flow, creative self-efficacy, creative thinking, and career maturity), college students (creative character education, character, creative ability, core competence, and creative education), creative problem solving (problem solving, creative tendency, empathy, learning motivation, and creativity competency), and creativity (creativity convergence competency, creative leadership, self-efficacy, nursing students, and creative competency). There were differences in context-specific (academic, career developmental, educational, social, and everyday) factors of creativity that each sub-group was mainly dealing with. Theoretical and practical implications and future directions were also discussed.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115581827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.36358/jce.2023.23.2.43
Eun Jee Lee, HanSaem Lee
This study aims to identify the teacher factors that affect the quality of education in order to enhance the effectiveness of invention education. We analyzed the factors affecting teacher efficacy and teaching creativity. Teacher efficacy is the belief that teachers themselves can have a positive influence on students, and teaching creativity is an important individual teacher characteristic for creative class management. To this end, a questionnaire was conducted targeting teachers who had completed job training for invention teachers of the Korea Invention Promotion Association, and 165 data were analyzed. The results of the study are as follows: First, there is a positive correlation between teacher efficacy and teaching creativity of teachers in charge of invention education. Second, as a result of verifying the difference in teacher efficacy and teaching creativity according to the personal background of the invention education teachers, it was found that the teaching experience showed a significant difference. Third, it was found that the entire teaching experience of teachers has a positive effect on teacher efficacy and that the career in charge of invention education has an effect on teaching creativity. Accordingly, to improve the quality of invention education, it is necessary to create a cognitive and affective educational environment for teachers to enhance teacher efficacy and teaching creativity. In particular, it is necessary to develop various programs and expand training opportunities to enhance the experience of invention education teachers.
{"title":"Invention Education Teachers' Teacher Efficacy and Teaching Creativity Analysis of influencing factors","authors":"Eun Jee Lee, HanSaem Lee","doi":"10.36358/jce.2023.23.2.43","DOIUrl":"https://doi.org/10.36358/jce.2023.23.2.43","url":null,"abstract":"This study aims to identify the teacher factors that affect the quality of education in order to enhance the effectiveness of invention education. We analyzed the factors affecting teacher efficacy and teaching creativity. Teacher efficacy is the belief that teachers themselves can have a positive influence on students, and teaching creativity is an important individual teacher characteristic for creative class management. To this end, a questionnaire was conducted targeting teachers who had completed job training for invention teachers of the Korea Invention Promotion Association, and 165 data were analyzed. The results of the study are as follows: First, there is a positive correlation between teacher efficacy and teaching creativity of teachers in charge of invention education. Second, as a result of verifying the difference in teacher efficacy and teaching creativity according to the personal background of the invention education teachers, it was found that the teaching experience showed a significant difference. Third, it was found that the entire teaching experience of teachers has a positive effect on teacher efficacy and that the career in charge of invention education has an effect on teaching creativity. Accordingly, to improve the quality of invention education, it is necessary to create a cognitive and affective educational environment for teachers to enhance teacher efficacy and teaching creativity. In particular, it is necessary to develop various programs and expand training opportunities to enhance the experience of invention education teachers.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133521292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.36358/jce.2023.23.2.21
Jin-Ah Lee, Ki-soon Han
The purpose of this research is to develop a ‘Problem Solving and Problem Finding Creativity Test based on Remote Association Theory’ and to verify its reliability and validity. It was the application of two Mednick (1962) remote associative theories and problem finding, which were most importantly considered in the development of new and different creativity test. For this reason, after conducting inspections on 327 elementary school students in the 5th and 6th grades, 9 questions (8 problem-solving types and 1 problem-finding type) developed based on the analysis of previous research and the opinions of experts were conducted. , Various analyzes have shown the proper reliability. Correlation analysis with KEDI, TTCT, and K-RAT was conducted to verify the concurrent validity and discrimination validity of the creativity test, and as a result, the possibility as a test tool with differentiation from the conventional test tool was confirmed. Also, it was developed by deriving that there is a significant difference between a group of students of the same age and teachers nominated as highly creative and a general group, and a group of gifted students and a group of general students. We verified the predictive validity of the creativity test. It is expected that the findings of this research will be useful in many upcoming creativity-related researches, qualitatively creative human resource development, and educational settings for gifted student identification.
{"title":"Validation of Problem Solving and Problem Finding Creativity Test based on Remote Association Theory","authors":"Jin-Ah Lee, Ki-soon Han","doi":"10.36358/jce.2023.23.2.21","DOIUrl":"https://doi.org/10.36358/jce.2023.23.2.21","url":null,"abstract":"The purpose of this research is to develop a ‘Problem Solving and Problem Finding Creativity Test based on Remote Association Theory’ and to verify its reliability and validity. It was the application of two Mednick (1962) remote associative theories and problem finding, which were most importantly considered in the development of new and different creativity test. For this reason, after conducting inspections on 327 elementary school students in the 5th and 6th grades, 9 questions (8 problem-solving types and 1 problem-finding type) developed based on the analysis of previous research and the opinions of experts were conducted. , Various analyzes have shown the proper reliability. Correlation analysis with KEDI, TTCT, and K-RAT was conducted to verify the concurrent validity and discrimination validity of the creativity test, and as a result, the possibility as a test tool with differentiation from the conventional test tool was confirmed. Also, it was developed by deriving that there is a significant difference between a group of students of the same age and teachers nominated as highly creative and a general group, and a group of gifted students and a group of general students. We verified the predictive validity of the creativity test. It is expected that the findings of this research will be useful in many upcoming creativity-related researches, qualitatively creative human resource development, and educational settings for gifted student identification.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"434 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134104310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.36358/jce.2023.23.2.1
Jeong-Seon Kim
This study investigated the relationship between parenting styles and adolescents' creative attitudes, focusing on the mediating role of adolescents’ perceived autonomy. A latent profile analysis (LPA) was conducted on 5,286 data from the 8th and 9th Gyeonggi Education Panel Research (GEPS) to identify specific parenting styles. Then, ANOVA and mediation analysis were employed to examine the effects of parenting styles on creative attitudes. The study identified five parenting styles: average parenting, indifferent parenting, authoritarian parenting, systematic parenting, and authoritarian parenting. Adolescents with authoritative parents had the highest levels of creative attitudes, while those with indifferent parents had the lowest. The study found that adolescents' perceptions of autonomy mediated the relationship between parenting styles and their creative attitudes. Specifically, the authoritative parenting style fostered adolescents' sense of autonomy, leading to more creative attitudes. With regards to the major findings of the study, the implications and limitations are discussed.
{"title":"Effects of Parenting Styles on Adolescents' Creative Attitudes: The Mediating Effects of Perceived Autonomy","authors":"Jeong-Seon Kim","doi":"10.36358/jce.2023.23.2.1","DOIUrl":"https://doi.org/10.36358/jce.2023.23.2.1","url":null,"abstract":"This study investigated the relationship between parenting styles and adolescents' creative attitudes, focusing on the mediating role of adolescents’ perceived autonomy. A latent profile analysis (LPA) was conducted on 5,286 data from the 8th and 9th Gyeonggi Education Panel Research (GEPS) to identify specific parenting styles. Then, ANOVA and mediation analysis were employed to examine the effects of parenting styles on creative attitudes. The study identified five parenting styles: average parenting, indifferent parenting, authoritarian parenting, systematic parenting, and authoritarian parenting. Adolescents with authoritative parents had the highest levels of creative attitudes, while those with indifferent parents had the lowest. The study found that adolescents' perceptions of autonomy mediated the relationship between parenting styles and their creative attitudes. Specifically, the authoritative parenting style fostered adolescents' sense of autonomy, leading to more creative attitudes. With regards to the major findings of the study, the implications and limitations are discussed.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124237692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.36358/jce.2023.23.1.1
Donggun An, Yousun Kwon, Jungmin Pyo
This study developed the Creative Metacognition Scale (CMCS), a specific type of measure that reflects creativity characteristics, and examined the validity of the scale. This study developed a multidimensional scale including creative problem solving stages (problem identification, idea generation, idea development, and idea implementation) and metacognitive control components (planning, monitoring, regulation) as the constituent factors of the scale. This is due to the lack of considering the creative process and metacognitive control in recent studies dealing with creative metacognition and a measure assessing the concept with the multidimensional factors. In the initial stage, we developed 80 items consisting of four upper factors (12 sub-factors) and completed the final scale including four upper factors (12 sub-factors) and 36 items through item analysis and validity examinations. Data were collected from a total of 341 college students in South Korea. We explored the component factors of the scale (exploratory factor analysis) and examined its construct validity (confirmatory factor analysis) and concurrent validity. For exploratory factor analysis, data from 191 students were used, and data from 150 students were used for confirmatory factor analysis and concurrent validity examination. The results showed that the Creative Metacognition Scale developed in the current study had good construct validity and concurrent validity. Theoretical and practical implications and future directions were discussed.
{"title":"Development and Validation of the Creative Metacognition Scale (CMCS)","authors":"Donggun An, Yousun Kwon, Jungmin Pyo","doi":"10.36358/jce.2023.23.1.1","DOIUrl":"https://doi.org/10.36358/jce.2023.23.1.1","url":null,"abstract":"This study developed the Creative Metacognition Scale (CMCS), a specific type of measure that reflects creativity characteristics, and examined the validity of the scale. This study developed a multidimensional scale including creative problem solving stages (problem identification, idea generation, idea development, and idea implementation) and metacognitive control components (planning, monitoring, regulation) as the constituent factors of the scale. This is due to the lack of considering the creative process and metacognitive control in recent studies dealing with creative metacognition and a measure assessing the concept with the multidimensional factors. In the initial stage, we developed 80 items consisting of four upper factors (12 sub-factors) and completed the final scale including four upper factors (12 sub-factors) and 36 items through item analysis and validity examinations. Data were collected from a total of 341 college students in South Korea. We explored the component factors of the scale (exploratory factor analysis) and examined its construct validity (confirmatory factor analysis) and concurrent validity. For exploratory factor analysis, data from 191 students were used, and data from 150 students were used for confirmatory factor analysis and concurrent validity examination. The results showed that the Creative Metacognition Scale developed in the current study had good construct validity and concurrent validity. \u0000Theoretical and practical implications and future directions were discussed.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128230008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.36358/jce.2023.23.1.45
G. Lee, Jungmin Pyo
This study attempted to explore the influence of AI-powered creativity and the difference between AI-powered creativity and group perceptions by examining how expert groups perceive AI-powered creativity and what characteristics each group considers important. In consideration of the degree of concreteness of the output in the academic field, the subjects of the study were set in the fields of engineering, education/normal, social science, art, humanities, and natural sciences, and a total of 45 professors in the field were sampled. The survey contents consisted of the characteristics of creative products, the creativity of AI-using products, and the possibility of producing creative products using AI. As a result of the study, the characteristics of creative output were equally high in the fields of engineering and social science, and the resolution and sophistication of education and crime were the same, and the characteristics of novelty were the highest in art, humanities, and natural sciences. In addition, the Pro-C level was the highest in all academic fields. There was a higher perception that engineering, humanities, and natural sciences were still creative as to whether products using AI were creative or not, and that they were not creative in other academic areas. Finally, the possibility of producing creative products using AI in the future was relatively high in all academic fields.
{"title":"Implicit Knowledge of AI-powered Creativity: With a Group of Experts in Each Field of Study","authors":"G. Lee, Jungmin Pyo","doi":"10.36358/jce.2023.23.1.45","DOIUrl":"https://doi.org/10.36358/jce.2023.23.1.45","url":null,"abstract":"This study attempted to explore the influence of AI-powered creativity and the difference between AI-powered creativity and group perceptions by examining how expert groups perceive AI-powered creativity and what characteristics each group considers important. In consideration of the degree of concreteness of the output in the academic field, the subjects of the study were set in the fields of engineering, education/normal, social science, art, humanities, and natural sciences, and a total of 45 professors in the field were sampled. \u0000The survey contents consisted of the characteristics of creative products, the creativity of AI-using products, and the possibility of producing creative products using AI. As a result of the study, the characteristics of creative output were equally high in the fields of engineering and social science, and the resolution and sophistication of education and crime were the same, and the characteristics of novelty were the highest in art, humanities, and natural sciences. In addition, the Pro-C level was the highest in all academic fields. There was a higher perception that engineering, humanities, and natural sciences were still creative as to whether products using AI were creative or not, and that they were not creative in other academic areas. Finally, the possibility of producing creative products using AI in the future was relatively high in all academic fields.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116121092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.36358/jce.2022.22.4.1
Hae Ree Kim, Kyungeun Lee
This study developed a teaching-learning indicator for creativity confluence as a guideline for early childhood teachers to perform creative confluence classes with instructional expertise. This study came about in three stages. In the first stage, creative confluence class and FGI were conducted on domestic and foreign literature analysis; and the concept and component of teaching-learning of creative confluence for early childhood. In the second stage of indicator development, the first and second Delphi surveys confirmed the content validity (CVI) and consensus of the survey items and developed the provisional indicator. In the third stage of the indicator completion, there was confirmation of content validity (CVI) and agreement on the components and indicators of teaching-learning of creative confluence for early childhood were confirmed through the expert content validity verification. as results of this study was confirmed that a creative confluence teaching-learning indicator for cultivating instructional expertise of early childhood teachers, the components required for performance in professional creative confluence classes were 'teacher's creative confluence class ability, creative confluence class design, creative confluence class execution, creative confluence class evaluation, creative confluence class environment.
{"title":"Development of Teaching-Learning Indicators of Creative Confluence for Early Childhood Teacher's toCultivate Instructional Expertise","authors":"Hae Ree Kim, Kyungeun Lee","doi":"10.36358/jce.2022.22.4.1","DOIUrl":"https://doi.org/10.36358/jce.2022.22.4.1","url":null,"abstract":"This study developed a teaching-learning indicator for creativity confluence as a guideline for early childhood teachers to perform creative confluence classes with instructional expertise. This study came about in three stages. In the first stage, creative confluence class and FGI were conducted on domestic and foreign literature analysis; and the concept and component of teaching-learning of creative confluence for early childhood. In the second stage of indicator development, the first and second Delphi surveys confirmed the content validity (CVI) and consensus of the survey items and developed the provisional indicator. In the third stage of the indicator completion, there was confirmation of content validity (CVI) and agreement on the components and indicators of teaching-learning of creative confluence for early childhood were confirmed through the expert content validity verification. as results of this study was confirmed that a creative confluence teaching-learning indicator for cultivating instructional expertise of early childhood teachers, the components required for performance in professional creative confluence classes were 'teacher's creative confluence class ability, creative confluence class design, creative confluence class execution, creative confluence class evaluation, creative confluence class environment.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114681382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.36358/jce.2022.22.4.23
Eunsook Cho, Jiha Min
In this study, we analyzed adolescents’ creativity longitudinal development and how youth activities effect to the changes in creativity development using Korean Children and Youth Panel Survey(KCYPS) 2018 data. Large data on students' positive and negative aspects of creative personality of 7th to 9th grade were analyzed. Results revealed that the creative personality of middle school students tended to decrease in both positive and negative aspects, and the decrease in positive creative personality was greater. Youth activities related with culture/art, adventure, science/information, job/career were positively affected in the initial status of positive creative personality, and science/information and volunteer activities were negatively affected in the slope. Adventure and science/information activities had a positive effect on the initial status of negative creative personality, and adventure activities had a negative effect on the slope. Providing various experiences through extra-curriculum can have a positive effect on creative personality and can help prevent the decrease in creative personality in middle school. Finally, based on the results of this study, the direction of research on creativity development in adolescence and the strategy of creativity education were proposed.
{"title":"Longitudinal Development Changes of Positive and Negative Aspects of Creative Personality in Adolescent and Effects of Youth Activities","authors":"Eunsook Cho, Jiha Min","doi":"10.36358/jce.2022.22.4.23","DOIUrl":"https://doi.org/10.36358/jce.2022.22.4.23","url":null,"abstract":"In this study, we analyzed adolescents’ creativity longitudinal development and how youth activities effect to the changes in creativity development using Korean Children and Youth Panel Survey(KCYPS) 2018 data. Large data on students' positive and negative aspects of creative personality of 7th to 9th grade were analyzed. Results revealed that the creative personality of middle school students tended to decrease in both positive and negative aspects, and the decrease in positive creative personality was greater. Youth activities related with culture/art, adventure, science/information, job/career were positively affected in the initial status of positive creative personality, and science/information and volunteer activities were negatively affected in the slope. Adventure and science/information activities had a positive effect on the initial status of negative creative personality, and adventure activities had a negative effect on the slope. Providing various experiences through extra-curriculum can have a positive effect on creative personality and can help prevent the decrease in creative personality in middle school. Finally, based on the results of this study, the direction of research on creativity development in adolescence and the strategy of creativity education were proposed.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"18 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120910306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.36358/jce.2022.22.4.87
Sunhee Han, Donggun An
This study examined the effects of early childhood teachers’ goal orientation on teaching creativity through intrinsic motivation and informal learning experience to investigate the roles of goal-related, motivational, and experiential factors that explain their teaching creativity. Participants were 257 early childhood teachers in early childhood education centers located in Incheon and Gyeonggi-do. This study measured the teachers’ goal orientation (mastery goal orientation, performance goal orientation), intrinsic motivation, informal learning experience, and teaching creativity. Collected data were analyzed using the structural equation modeling. Results showed that early childhood teachers’ mastery goal orientation, intrinsic motivation, and informal learning experience significantly influenced teaching creativity. However, the effects of performance goal orientation on teaching creativity were not significant. Mastery goal orientation significantly influenced intrinsic motivation and informal learning experience, and performance goal orientation significantly influenced informal learning experience. The effects of intrinsic motivation on informal learning experience were significant. Regarding indirect effects, mastery goal orientation significantly influenced teaching creativity through intrinsic motivation and informal learning experience. Also, mastery goal orientation significantly influenced teaching creativity sequentially mediated by intrinsic motivation and informal learning. The results provide academic implications for examining the goal-related, motivational, and experiential factors that affect early childhood teachers’ teaching creativity. They have practical implications for suggesting specific strategies for the teaching creativity of early childhood teachers.
{"title":"Effects of Early Childhood Teachers’ Goal Orientation on Teaching Creativity Through Intrinsic Motivation and Informal Learning Experience","authors":"Sunhee Han, Donggun An","doi":"10.36358/jce.2022.22.4.87","DOIUrl":"https://doi.org/10.36358/jce.2022.22.4.87","url":null,"abstract":"This study examined the effects of early childhood teachers’ goal orientation on teaching creativity through intrinsic motivation and informal learning experience to investigate the roles of goal-related, motivational, and experiential factors that explain their teaching creativity. Participants were 257 early childhood teachers in early childhood education centers located in Incheon and Gyeonggi-do. This study measured the teachers’ goal orientation (mastery goal orientation, performance goal orientation), intrinsic motivation, informal learning experience, and teaching creativity. Collected data were analyzed using the structural equation modeling. Results showed that early childhood teachers’ mastery goal orientation, intrinsic motivation, and informal learning experience significantly influenced teaching creativity. However, the effects of performance goal orientation on teaching creativity were not significant. Mastery goal orientation significantly influenced intrinsic motivation and informal learning experience, and performance goal orientation significantly influenced informal learning experience. The effects of intrinsic motivation on informal learning experience were significant. Regarding indirect effects, mastery goal orientation significantly influenced teaching creativity through intrinsic motivation and informal learning experience. Also, mastery goal orientation significantly influenced teaching creativity sequentially mediated by intrinsic motivation and informal learning. The results provide academic implications for examining the goal-related, motivational, and experiential factors that affect early childhood teachers’ teaching creativity. They have practical implications for suggesting specific strategies for the teaching creativity of early childhood teachers.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124550672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.36358/jce.2022.22.3.41
Yijuan Liu, Jieun Choi
Recently, Asian countries, including Korea and China, are rapidly changing from a traditional collectivist culture to an individualistic culture. Therefore, it is necessary to investigate how individualism as an individual traits affects group creativity, which essentially requires social interaction. Under the background, we divided the cultural orientations of Chinese university students into the four types of Triandis (1995): vertical individualism, horizontal individualism, vertical collectivism, and horizontal collectivism. And then we constructed 4 homogeneous groups according to each types, and their group creativity was tested three times over an 8-week period. The results were first, in the last measurement, the groups with the highest group creativity were the horizontal collectivist team and the vertical individualistic team. Although the horizontal collectivist team had the lowest score among the four teams at the beginning, it continued to show a steep rise over time, showing the highest score in the last. The vertical individualist team started with a high score from the beginning and maintained a consistently high level. The vertical collectivist team seemed to maintain a high level of group creativity from the beginning to the middle, but showed a sharp decrease at the end. The horizontal individualism team showed low group creativity from the beginning and tended to keep it at a low level. This tendency was also supported by peer ratings and expert ratings. In the subsequent discussion, the causes of this tendency were analyzed, implications and limitations, and suggestions for future research were discussed.
{"title":"Differential Effects of Cultural Orientation on the Changes in Group Creativity","authors":"Yijuan Liu, Jieun Choi","doi":"10.36358/jce.2022.22.3.41","DOIUrl":"https://doi.org/10.36358/jce.2022.22.3.41","url":null,"abstract":"Recently, Asian countries, including Korea and China, are rapidly changing from a traditional collectivist culture to an individualistic culture. Therefore, it is necessary to investigate how individualism as an individual traits affects group creativity, which essentially requires social interaction. Under the background, we divided the cultural orientations of Chinese university students into the four types of Triandis (1995): vertical individualism, horizontal individualism, vertical collectivism, and horizontal collectivism. And then we constructed 4 homogeneous groups according to each types, and their group creativity was tested three times over an 8-week period. The results were first, in the last measurement, the groups with the highest group creativity were the horizontal collectivist team and the vertical individualistic team. Although the horizontal collectivist team had the lowest score among the four teams at the beginning, it continued to show a steep rise over time, showing the highest score in the last. The vertical individualist team started with a high score from the beginning and maintained a consistently high level. The vertical collectivist team seemed to maintain a high level of group creativity from the beginning to the middle, but showed a sharp decrease at the end. The horizontal individualism team showed low group creativity from the beginning and tended to keep it at a low level. This tendency was also supported by peer ratings and expert ratings. In the subsequent discussion, the causes of this tendency were analyzed, implications and limitations, and suggestions for future research were discussed.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133369419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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