A Study of Effects of Design Thinking on Self-efficacy and Creativity of Visual Design Major College Students : Mediated by Personal Variables

다국어 초록 (Multilingual Abstract)

This study was to analyze the influence relationship between Design Thinking, Creative Self-efficacy, and Everyday Creativity of college students majoring in visual design. It was to study the influence relationship between Design Thinking on the Creative Self-efficacy of college students majoring in visual design and the influence relationship between Design Thinking and Creative Self-efficacy of college students on Everyday Creativity. In addition, the Personal Factor was to explore the mediating effect between Design Thinking and Creative Self-efficacy, and the Experience Factor was to explore the mediating effect between Design Thinking and Everyday Creativity. The research problems of this study are as follows. First, Design Thinking will have an effect on Creative Self-efficacy. Second, Design Thinking will affect Everyday Creativity. Third, Personal and Experience Factors will show a mediating effect between Design Thinking, Creative Self-efficacy, and Everyday Creativity. In order to efficiently achieve the purpose of this study, literature was first studied on the concept definition, content, and relationship of each variable for Design Thinking, Creative Self-efficacy, Everyday Creativity, Personal Factors, and Experience Factors in the study. In addition, 600 students in the Department of Visual Design at S University in Guangdong Province were surveyed to verify the established research model and hypothesis, but inappropriate surveys were removed and 356 people were sampled to confirm the reliability and validity of each variable before hypothesis testing. Data analysis was conducted using SPSS 26 and AMOS 26 to test the Effectiveness of CFA for Cronba α value, KMO, and Bartlett test, Reliability Analysis, Descriptive Statistics, Difference Analysis, Regression Analysis, and Confirmatory Factor Analysis were performed on the collected effective data, and the hypothesis was verified using structural equations. The results are as follows. Design thinking was found to have a positive effect on Creative Self-efficacy. This proves that the higher the level of Design Thinking, the higher the Self-efficacy. In particular, Design Thinking not only has a positive effect on Personal Factors, but the higher the level of Design Thinking, the stronger the individual's sense of efficacy and confidence. In other words, Personal Factors have a positive effect on Creative Self-efficacy, and Personal Factors have a facilitating effect on Creative Self-efficacy. In addition, Personal Factors were found to have a mediating effect between Design Thinking and Creative Self-efficacy. Therefore, if Personal Thinking is improved, Self-efficacy and Experience Creativity can be strengthened through Design Thinking. And it was found that Design Thinking had a positive effect on Experience Factors. The stronger the level of Design Thinking, the better the sense of experience in major practice and the positive development of Experience Factors can be promoted. Design thinking positively affects Everyday Creativity and improves Design Thinking can reinforce Everyday Creativity. In addition, Experience Factors positively affect Everyday Creativity, and the richer the individual's practical experience, the more Everyday Creativity can always be. And the Experience Factor showed a mediating effect between Design Thinking and Everyday Creativity. The improvement of the level of Design Thinking helps individuals gain a good sense of experience in practical activities and allows them to build more effective Experience Factors. This is because rich Experience Factors can stimulate the exercise of Everyday Creativity. Based on these research results, the following implications are provided. The major development of college students majoring in visual design is closely related to psychological growth. The intrinsic psychological growth of college students plays an active role in promoting major learning. Teachers should recognize the importance of psychological growth in educational activities and make students' Creative Self-efficacy an important factor in fostering Design Thinking. In professors, students' psychological health and Personal Factors should be emphasized, and students' Creative Self-efficacy should be evoked to increase their Everyday Creativity. At the same time, it is necessary to consciously increase the perception of individual experiences in training to design a way of thinking. Therefore, it is necessary to optimize the course design, teaching method reform, and evaluation system in several aspects to effectively improve the Design Thinking skills of college students majoring in visual design, strengthen their Creative Self-efficacy, and promote Everyday Creativity. First, students should be provided with individualized guidance. By providing individualized guidance according to the characteristics and demands of individual students, they should be able to fully demonstrate their individual strengths in the design process and improve their Creative Self-efficacy. Through questions and discussions, it is possible to induce college students' thinking and improve their Design Thinking. Professional design workshops should be organized to inspire students' creativity and strengthen their practical skills by strengthening the training of Design Thinking through methods such as brainstorming, thinking guidance, and SCAMPER law. Second, it is necessary to introduce actual project education cases, solve actual design problems through actual project or case practice, and improve the level of Design Thinking and experience in the practical process. Students should adjust their design ideas at the desired time through regular feedback processes in the course of the class, cultivate their thinking and adaptation skills to realize creative thinking and further enhance their Everyday Creativity. Third, it is necessary to establish a diversified evaluation mechanism, increase the evaluation of students' thinking process, innovation performance, and teamwork, and encourage college students to demonstrate their creative abilities. By providing a platform for exhibiting college students' works, students should be encouraged to share and exchange their designs, enhance their confidence, and enhance their Creative Self-efficacy. This process will play an important role in effectively improving students' Design Thinking skills, strengthening their Creative Self-efficacy, and promoting effective improvement of Everyday Creativity. Key words: Design Thinking, Creative Self-efficacy, Everyday Creativity

목차 (Table of Contents)

• Abstract ⅶ
• Ⅰ. Introduction 1
• 1. Research Necessity and Purpose1
• 2. Research Objective 5
• 3. Research Question7
• 4. Concept Definition 10
• 1) Design Thinking 10
• 2) Creative Self-efficacy 11
• 3) Everyday Creativity 12
• Ⅱ. Theoretical Background 13
• 1. Design Studies 13
• 1) The Concept of Design Studies13
• 2) The Content of Design Studies14
• 3) Scope of Design Studies 15
• 2. Design Thinking 17
• 1) The Concept of Design Thinking17
• 2) The Constituent Elements of Design Thinking 19
• 3) Preliminary Research on Design Thinking 19
• 3. Creative Self-efficacy 22
• 1) The Concept of Creative Self-efficacy 22
• 2) The Constituent Elements of Creative Self-efficacy 25
• 3) A Preliminary Study on Creative Self-efficacy 25
• 4. Everyday Creativity 29
• 1) The Concept of Everyday Creativity 30
• 2) The Constituent Elements of Everyday Creativity 32
• 3) A Preliminary Study on Everyday Creativity 33
• 4) The Relationship between Design Thinking, Creative
• Self-efficacy, and Everyday Creativity 34
• 5. Personal Factors 38
• 1) The Concept of Personal Factors38
• 2) The Constituent Elements of Personal Factors 39
• 3) Preliminary Research on Personal Factors 41
• 6. Experience Factors44
• 1) The Concept of Experience Factors 44
• 2) The Constituent Elements of Experience Factors45
• 3) Preliminary Research on Experience Factors50
• III. Research Methods52
• 1. Research Design 52
• 1) Research Program 52
• 2) Research Model53
• 3) Research Hypothesis 54
• 2. Research Object 54
• 3. Research Instrument55
• 1) Design Thinking Scale 55
• 2) Creative Self-efficacy Scale 57
• 3) Everyday Creativity Scale 58
• 4) Personal Factors Scale 60
• 5) Experience Factors62
• 4. Data Collection and Analysis Methods 63
• IV. Empirical Analysis 66
• 1. Preliminary Investigation 66
• 1) Reliability Test 67
• 2) Validity Test 75
• 2. Formal Research 78
• 1) Analysis Method 78
• 2) Basic Information Description and Statistics 78
• 3) Reliability Analysis 79
• 4) Descriptive Statistics of Variables 84
• 5) Differential Analysis86
• 6) Correlations Analysis 88
• 7) Regression Analysis89
• 8) Confirmatory Factor Analysis 91
• Ⅴ. Conclusion 102
• 1. Discussion and Conclusion 102
• 2. Suggestions and limitations 109
• References112
• Appendix127
• 국문초록139