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RISS 인기검색어
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- 저자 : Jessie Ee, Tan Oon Seng (검색결과 4 건)
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Styles of Creativity: Adaptors and Innovators in a Singapore Context
Jessie Ee,Tan Oon Seng,Ng Aik Kwang 서울대학교 교육연구소 2007 Asia Pacific Education Review Vol.8 No.3
Kirton (1976) described two creative styles, namely adaptors and innovators. Adaptors prefer to “do things better” whilst, innovators prefer to “do things differently”. This study explored the relationship between two creative styles (adaptor and innovator) and the Big Five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience) and how they subscribe to creativity, risks and goal orientations. A total of 206 Polytechnic students from Singapore completed a self-report questionnaire, which consisted of the Kirton Adaptation-Innovation Inventory (Kirton, 1976), NEO-Five Factor Inventory (Saucier, 1994), Learning Goal Scale (Ng, 2003), What Kind of Person Are You Self-Report Inventory (Khatena & Torrance, 1976), Gough’s Creative Adjective Checklist, Risk Scenario, and Risk Taking Attitude Scale developed by Ng. It was found that adaptors were significantly more conscientious and subscribe to risk avoidance, ego approach and ego avoidance orientations than innovators, whilst, innovators were significantly more extraverted and open to experience and are likely to subscribe to creativity, risk taking and mastery goal orientations than adaptors. No significant differences were found between adaptors and innovators in agreeableness. The implications for the findings for the classroom teacher will also be discussed.
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Jessie Ee,Tan Oon Seng 한국교육개발원 2008 KEDI Journal of Educational Policy Vol.5 No.1
The deep‐rooted cultures of the East and West are compared and discussed to highlight how they may influence thinking, and behavior. As Singapore attempts to shape educational policies and initiatives to keep abreast with current educational provisions, some of the tensions accounted for reflect the deep‐rooted cultures of the East. The outcome provokes a re‐thinking about cultural‐related issues of educational values and strategies for educational reform in Asian societies in this globalized age.
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Examining the Psychological Attributes of Australian Tertiery Adaptors & Innovators
Jessie Ee, Tan Oon Seng,Ng Aik Kwang 대한사고개발학회 2007 The International Journal of Creativity & Problem Vol.17 No.1
Kirton (1976) described two types of student creators: the student adaptor and the student innovator. A review of the empirical literature suggests that these two types of creators differ in many ways. This study explores the psychological correlates of these two types of creators (adaptors and innovators) in the Australian culture. These psychological correlates include creative attributes, learning goals, risk orientation and personality traits. A total of 289 Australian undergraduates took part in this study by completing a self-report questionnaire, which consisted of the Kirton Adaption-Innovation Inventory (Kirton, 1976), NEO-Five Factor Inventory (Saucier, 1994), Learning Goal Scale (Ng, 2003), What Kind of Person Are You Self-Report In-ventory (Khatena & Torrance, 1976), Gough’s Creative Adjective Checklist, Risk Scenerio & Risk Taking Attitude Scale developed by Ng. There were differences in the psychological attributes between the two creative styles. Implications for the findings for the classroom teacher will be discussed.
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Jessie Ee 서울대학교 교육연구소 2014 Asia Pacific Education Review Vol.15 No.2
This paper discusses the use of an alternative instrument to assess the social–emotional competence (SEC) of secondary school students in Singapore. The instrument was used in a larger study to explore an approach to infuse social–emotional learning in the curriculum for children in school. The design of this research instrument is based on the Rest’s (Development in judging moral issues. University of Minnesota Press, Minneapolis, 1979) Defining Issues Test (DIT) originally developed based on Kohlberg’s moral dilemma (Kohlberg in child psychology and childhood education: a cognitive developmental view. Longman, New York, 1987). The modified DIT instrument which focuses specifically on social–emotional development presents scenarios that are most likely encountered by adolescents and seeks the students’ responses to five open-ended questions related to the scenarios. The verbatim written responses were coded and categorized to assess their SECs. The instrument was able to elicit the self-management strategies of the secondary students, which was not as easily assessable with alternative instruments measuring SECs. The findings also highlighted the psychosocial developmental stage and moral development of the adolescents in the study from the SEC responses that they made.
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