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}
Pub Date : 2022-09-30DOI: 10.36358/jce.2022.22.3.1
Sun An, Eun-Hyun Sung
The purpose of this study is to develop a parent education program by combining art activities and thinking tools, and to verify its effect on parent’s creativity (creative thinking, creative personality), creative home environment, and child's creative characteristics. The subjects of this study were 72 parents of infants attending two kindergartens located in Gyeonggi-do and Chungnam-do, and 36 parents were assigned to the experimental group and the rest to the control group. After developing a parent education program that combines art activities and thinking tools, the experimental group conducted the program twice a week for 6 weeks for a total of 12 hours, and the control group did not receive any treatment. To verify the effects of the program, the experimental group and the control group were tested for creative thinking ability, creative personality test, creative home environment test, and the child's creative characteristics test, one week before the program execution and one week after the end of the program. The collected pre and post test data were verified whether there was a difference between the experimental group and the control group through analysis of covariance (ANCOVA). The result was that the creativity parent education program developed in this study had significant effects in improving parent's creative thinking ability, enhancing parent's creative personality, creating a creative home environment, and enhancing child's creative characteristics. The significance and limitations of this study, and future research directions were discussed.
{"title":"Development of Parent Education Program Combining Art Activities and Thinking Tools to Improve Creativity and Verification of Effects","authors":"Sun An, Eun-Hyun Sung","doi":"10.36358/jce.2022.22.3.1","DOIUrl":"https://doi.org/10.36358/jce.2022.22.3.1","url":null,"abstract":"The purpose of this study is to develop a parent education program by combining art activities and thinking tools, and to verify its effect on parent’s creativity (creative thinking, creative personality), creative home environment, and child's creative characteristics. The subjects of this study were 72 parents of infants attending two kindergartens located in Gyeonggi-do and Chungnam-do, and 36 parents were assigned to the experimental group and the rest to the control group. After developing a parent education program that combines art activities and thinking tools, the experimental group conducted the program twice a week for 6 weeks for a total of 12 hours, and the control group did not receive any treatment. To verify the effects of the program, the experimental group and the control group were tested for creative thinking ability, creative personality test, creative home environment test, and the child's creative characteristics test, one week before the program execution and one week after the end of the program. The collected pre and post test data were verified whether there was a difference between the experimental group and the control group through analysis of covariance (ANCOVA). The result was that the creativity parent education program developed in this study had significant effects in improving parent's creative thinking ability, enhancing parent's creative personality, creating a creative home environment, and enhancing child's creative characteristics. The significance and limitations of this study, and future research directions were discussed.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"49 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":"131442532","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.2022.22.3.23
Jeong-Ju Kim
This study examined the effects of the creative school environments (friend support, teacher support, teacher's controlled attitude) and future goals (extrinsic goals, intrinsic goals) on children's creativity through perceived happiness. For analysis, 10th data (age 9) from the Korean Children Panel were used. Mediation analyses revealed that social support from friends and teachers was positively related to children's creativity through the mediating effects of perceived happiness. On the other hand, teachers' strict and controlled attitudes negatively affected children's happiness, which lowered students' creativity. In addition, the mediating effect of perceived happiness on the relation between children's future goals and creativity was statistically significant. It suggests that children with intrinsic future goals (e.g., helping others, building a happy family) are happier, in turn, more creative than those with extrinsic future goals (e.g., making a lot of money, being famous). The theoretical and practical implications, as well as the limitations of the current study, are discussed.
{"title":"Effects of Creative School Environments and Future Goals on Children's Creativity: The Mediating Effects of Perceived Happiness","authors":"Jeong-Ju Kim","doi":"10.36358/jce.2022.22.3.23","DOIUrl":"https://doi.org/10.36358/jce.2022.22.3.23","url":null,"abstract":"This study examined the effects of the creative school environments (friend support, teacher support, teacher's controlled attitude) and future goals (extrinsic goals, intrinsic goals) on children's creativity through perceived happiness. For analysis, 10th data (age 9) from the Korean Children Panel were used. Mediation analyses revealed that social support from friends and teachers was positively related to children's creativity through the mediating effects of perceived happiness. On the other hand, teachers' strict and controlled attitudes negatively affected children's happiness, which lowered students' creativity. In addition, the mediating effect of perceived happiness on the relation between children's future goals and creativity was statistically significant. It suggests that children with intrinsic future goals (e.g., helping others, building a happy family) are happier, in turn, more creative than those with extrinsic future goals (e.g., making a lot of money, being famous). The theoretical and practical implications, as well as the limitations of the current study, are discussed.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"12 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120842963","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.2022.22.3.57
Jinwoo Kim, B. Lee, Seon-young Lee
In this study, we explored teachers' perceptions of creative students' characteristics and how these perceived characteristics are related to students' school adaptation or creative talent perceived by teachers. To this end, we conducted two studies. Study 1 explored teachers' perceptions of creative students' characteristics. Study 2 examined how the characteristics of creative students affect teachers' perceptions of students by using an experimental vignette method. In Study 1, we collected 25 teachers' perceptions of creative students' characteristics in an open-ended manner. Responses were categorized by a total of 41 characteristics, and a 9-point Likert scale was finally created. The scale was conducted on 204 teachers, and six factors resulted from the exploratory factor analysis. In Study 2, we created 2⁶ (= 64) vignettes using six factors derived from Study 1. A total of 189 teachers participated in the vignette experiment and confirmed how teachers' perceptions of students (i.e., academic achievement, academic motivation, peer relationship, relationship with teachers, intention to recommend creativity nurturing special programs, and the burden of teaching) differed by the characteristics presented in each vignette. Based on the results, the importance of teachers' perceptions in creative education was discussed.
{"title":"The Characteristics of Creative Students Described by Teachers and Their Effects on Teachers' Perceptions of Students","authors":"Jinwoo Kim, B. Lee, Seon-young Lee","doi":"10.36358/jce.2022.22.3.57","DOIUrl":"https://doi.org/10.36358/jce.2022.22.3.57","url":null,"abstract":"In this study, we explored teachers' perceptions of creative students' characteristics and how these perceived characteristics are related to students' school adaptation or creative talent perceived by teachers. To this end, we conducted two studies. Study 1 explored teachers' perceptions of creative students' characteristics. Study 2 examined how the characteristics of creative students affect teachers' perceptions of students by using an experimental vignette method. In Study 1, we collected 25 teachers' perceptions of creative students' characteristics in an open-ended manner. Responses were categorized by a total of 41 characteristics, and a 9-point Likert scale was finally created. The scale was conducted on 204 teachers, and six factors resulted from the exploratory factor analysis. In Study 2, we created 2⁶ (= 64) vignettes using six factors derived from Study 1. A total of 189 teachers participated in the vignette experiment and confirmed how teachers' perceptions of students (i.e., academic achievement, academic motivation, peer relationship, relationship with teachers, intention to recommend creativity nurturing special programs, and the burden of teaching) differed by the characteristics presented in each vignette. Based on the results, the importance of teachers' perceptions in creative education was discussed.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"37 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":"132596417","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 : 2022-06-30DOI: 10.36358/jce.2022.22.2.85
J. Park, Kyunghwa Lee
The purpose of this study is to develop and validate a test to measure the creative confluence teaching competency of Korean language teachers. Therefore, the components and sub-variables of the creative confluence teaching competency that Korean language teachers should have were derived and completed through the validation process. First, the concept and components of the Korean language teacher's creative confluence teaching competency, which was first derived through FGI, were identified. Second, the validity of the components (four competency groups, seven competencies 12 sub-competency) and 34 measurement items were confirmed through the expert content validity. Third, the data of 200 students collected from Korean teachers were processed by exploratory factor analysis (EFA) and the data of 202 students was analyzed by confirmatory factor analysis (CFA). As a result of this study, the statistical fitness level of the measurement model was confirmed, and the construct validity was secured by confirming the convergent validity and discriminant validity. Cross-validity between sex, age and group of affiliation was also identified. Therefore, the test of the Korean language teacher's creative confluence teaching competency developed in this study was confirmed to be four competency groups: the Korean language teacher's creative confluence expertise, the creative confluence Korean language class design competence, the creative confluence Korean language class execution competence, and the creative confluence Korean language class evaluation competence.
{"title":"Development and Validation of a Creative Confluence Teaching Competence Test for Korean Language Teachers","authors":"J. Park, Kyunghwa Lee","doi":"10.36358/jce.2022.22.2.85","DOIUrl":"https://doi.org/10.36358/jce.2022.22.2.85","url":null,"abstract":"The purpose of this study is to develop and validate a test to measure the creative confluence teaching competency of Korean language teachers. Therefore, the components and sub-variables of the creative confluence teaching competency that Korean language teachers should have were derived and completed through the validation process. First, the concept and components of the Korean language teacher's creative confluence teaching competency, which was first derived through FGI, were identified. Second, the validity of the components (four competency groups, seven competencies 12 sub-competency) and 34 measurement items were confirmed through the expert content validity. Third, the data of 200 students collected from Korean teachers were processed by exploratory factor analysis (EFA) and the data of 202 students was analyzed by confirmatory factor analysis (CFA). As a result of this study, the statistical fitness level of the measurement model was confirmed, and the construct validity was secured by confirming the convergent validity and discriminant validity. Cross-validity between sex, age and group of affiliation was also identified. Therefore, the test of the Korean language teacher's creative confluence teaching competency developed in this study was confirmed to be four competency groups: the Korean language teacher's creative confluence expertise, the creative confluence Korean language class design competence, the creative confluence Korean language class execution competence, and the creative confluence Korean language class evaluation competence.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133393076","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 : 2022-06-30DOI: 10.36358/jce.2022.22.2.61
Donggun An
The purpose of this study was to analyze the research trunds of creative career development studies and suggest a future direction for the studies by exploring the knowledge structure of creativity and career research. A total of 494 keywords were selected from 2211 research papers conducted in South Korea during the past 20 years from 2002 to 2021 that simultaneously considered creativity and career. Then, a network analysis including centrality and community analysis. Results showed that the keywords with high degree centralicy were cretivity, job satisfaction, job crafting, job outcomes, creative behavior, and so on. The keywords with high betweenness centrality were creativity, job satisfaction, job crafting, college students, creative characteristics, and so on. In the results of community analysis, five subgroups were formed focusing on mathematics creativity (isolated node), creative problem solving (elementary students, career development, career resilience etc.), creativity (college students, creative characteristics, career maturicy, career preparation behavior etc.), early childhood teachers (job stress, teaching creativity, teaching efficacy etc.), and job satisfaction (job outcomes, job crafting, creative behavior, job engagement etc.), respevtively. There were differences in research subjects, creativity forms, and career development factors that each subgroup was dealing with, and these differences provide importang implications for exploring the direction of creative career development studies according to the characteristics of individial subgroups. Theoretical and practical implications and future directions were discussed.
{"title":"Exploring the Knowledge Structure of Creativity and Career Research: A Keyword Network Analysis","authors":"Donggun An","doi":"10.36358/jce.2022.22.2.61","DOIUrl":"https://doi.org/10.36358/jce.2022.22.2.61","url":null,"abstract":"The purpose of this study was to analyze the research trunds of creative career development studies and suggest a future direction for the studies by exploring the knowledge structure of creativity and career research. A total of 494 keywords were selected from 2211 research papers conducted in South Korea during the past 20 years from 2002 to 2021 that simultaneously considered creativity and career. Then, a network analysis including centrality and community analysis. Results showed that the keywords with high degree centralicy were cretivity, job satisfaction, job crafting, job outcomes, creative behavior, and so on. \u0000The keywords with high betweenness centrality were creativity, job satisfaction, job crafting, college students, creative characteristics, and so on. In the results of community analysis, five subgroups were formed focusing on mathematics creativity (isolated node), creative problem solving (elementary students, career development, career resilience etc.), creativity (college students, creative characteristics, career maturicy, career preparation behavior etc.), early childhood teachers (job stress, teaching creativity, teaching efficacy etc.), and job satisfaction (job outcomes, job crafting, creative behavior, job engagement etc.), respevtively. \u0000There were differences in research subjects, creativity forms, and career development factors that each subgroup was dealing with, and these differences provide importang implications for exploring the direction of creative career development studies according to the characteristics of individial subgroups. Theoretical and practical implications and future directions were discussed.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124197434","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 : 2022-06-30DOI: 10.36358/jce.2022.22.2.41
Hyesung Park, Jung-Hwa Woo, Seon Young Lee
This study aims to identify the mediating role of peer play behaviors (positive peer play, negative peer play) in the relationship between father's two different parenting behaviors (warm, controlled) and children’s creative personalities. The sixth (father's parenting behaviors of a four-year-old), seventh (interactive peer play of a five-year-old), and twelfth (creative personality of a ten-year-old) data from the Korean Children Panel were used. The structural equation model was used for the analysis. Results revealed that the father's parenting behaviors of a 4-year-old indirectly predicted the creative personality of a 10-year-old through interactive peer play of a 5-year-old. However, the direct effects of the father's parenting behaviors on creative personality were not statistically significant. Specifically, the father's compassionate parenting behaviors significantly predicted creative personality through positive interactive peer play, and the controlled parenting behaviors significantly predicted creative personality through negative interactive peer play. In addition, a multi-group analysis was performed to examine the gender differences in respect of the path differences, although no significant gender differences were found. Implications for practice and limitations are discussed.
{"title":"The Mediating effects of Peer Play Behavior on the relationships between Father’s Parenting Behaviors and Children's Creative Personality","authors":"Hyesung Park, Jung-Hwa Woo, Seon Young Lee","doi":"10.36358/jce.2022.22.2.41","DOIUrl":"https://doi.org/10.36358/jce.2022.22.2.41","url":null,"abstract":"This study aims to identify the mediating role of peer play behaviors (positive peer play, negative peer play) in the relationship between father's two different parenting behaviors (warm, controlled) and children’s creative personalities. The sixth (father's parenting behaviors of a four-year-old), seventh (interactive peer play of a five-year-old), and twelfth (creative personality of a ten-year-old) data from the Korean Children Panel were used. The structural equation model was used for the analysis. Results revealed that the father's parenting behaviors of a 4-year-old indirectly predicted the creative personality of a 10-year-old through interactive peer play of a 5-year-old. However, the direct effects of the father's parenting behaviors on creative personality were not statistically significant. Specifically, the father's compassionate parenting behaviors significantly predicted creative personality through positive interactive peer play, and the controlled parenting behaviors significantly predicted creative personality through negative interactive peer play. In addition, a multi-group analysis was performed to examine the gender differences in respect of the path differences, although no significant gender differences were found. Implications for practice and limitations are discussed.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124307440","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 : 2022-06-30DOI: 10.36358/jce.2022.22.2.21
Jae-Hyuk Jang
The purposes of this study were confirmed the student's creative thinking competency profile and the instructions and evaluation methods that affect the profile. LPA was performed using divergent thinking, creative flexibility, curiosity and adventure, and inquiry as index variables, and the degree of individualization, interaction, and students' classroom engagement was used as the instruction method, and process fortified assessment and evaluation feedback were used as evaluation methods. For the analysis, the 6th year of the Korean Education Longitudinal Study 2013 were used. As a result of the study, first, creative thinking competency was classified into three latent profiles. Second, individualization was an influential variable that differentiated the ‘higher competency’ profile. Third, interaction did not affect creative thinking competency profile differentiation. Fourth, students' classroom engagement was the most important variable affecting the differentiation of all profiles. Fifth, process fortified assessment differentiated the ‘general competency’ and ‘higher competency’ profiles. Sixth, evaluation feedback affected the differentiation of all profiles. In order to improve creative thinking competency, it is necessary to create an environment that can foster learners' activeness and initiative attitude for student engagement classes. In addition, it should support process fortified assessment and evaluation feedback that can check the process as well as the result of learning.
{"title":"Exploring the instructions and evaluation methods for improving creative thinking competency","authors":"Jae-Hyuk Jang","doi":"10.36358/jce.2022.22.2.21","DOIUrl":"https://doi.org/10.36358/jce.2022.22.2.21","url":null,"abstract":"The purposes of this study were confirmed the student's creative thinking competency profile and the instructions and evaluation methods that affect the profile. LPA was performed using divergent thinking, creative flexibility, curiosity and adventure, and inquiry as index variables, and the degree of individualization, interaction, and students' classroom engagement was used as the instruction method, and process fortified assessment and evaluation feedback were used as evaluation methods. For the analysis, the 6th year of the Korean Education Longitudinal Study 2013 were used. As a result of the study, first, creative thinking competency was classified into three latent profiles. Second, individualization was an influential variable that differentiated the ‘higher competency’ profile. Third, interaction did not affect creative thinking competency profile differentiation. Fourth, students' classroom engagement was the most important variable affecting the differentiation of all profiles. Fifth, process fortified assessment differentiated the ‘general competency’ and ‘higher competency’ profiles. Sixth, evaluation feedback affected the differentiation of all profiles. In order to improve creative thinking competency, it is necessary to create an environment that can foster learners' activeness and initiative attitude for student engagement classes. In addition, it should support process fortified assessment and evaluation feedback that can check the process as well as the result of learning.","PeriodicalId":186018,"journal":{"name":"Korean Society for Creativity Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127188627","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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