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RISS 인기검색어
- 검색키워드
- 저자 : Ng Aik Kwang (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
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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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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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Creativity, Learning Goal and Self-Construal: A Cross-Cultural Investigation
Ng Aik Kwang 대한사고개발학회 2005 The International Journal of Creativity & Problem Vol.15 No.1
Cultural individualism-collectivism has a positive impact on independent self-construal, which in turn has a positive impact on creativity and mastery goal orientation. To test this theoretical model of behavior, 186 Chinese undergraduates from Singapore (a collectivistic culture) and 158 Caucasian undergraduates from Australia (an individualistic culture) were recruited to complete a survey, which contained the following measures: independent self-construal scale, mastery goal orientation scale, Torrance Test of Creative Thinking and What Kind of a Person are You? LISREL 8.0 was used to analyze the fit of the data to the theoretical model of behavior. It was found that cultural individualism-collectivism has a positive and significant impact on independent self-construal (= 0.26, p<0.01); independent self-construal has a positive and significant impact on creativity (= 0.82, p<0.01); independent self- construal has a positive and significant impact on mastery goal orientation ( = 0.52, p<0.01); and creativity and mastery goal orientation is positively and significantly correlated, r = 0.43, p < 0.01. With regards to the overall fit of the theoreticcal model to the empirical data, 2 (25, N = 344) = 74.96, p < 0.001. Although this result suggests that the hypothesized model is not plausible, the significant 2 may have been distorted by the large sample size in this study, which has the effect of increasing the probability of rejecting the null hypothesis. Other indices were used to gauge the fit of the theoretical model to the empirical data. It was found that Goodness-of-Fit Index (GFI) = 0.96; Adjusted GFI (AGFI) = 0.92; Comparative Fit Index (CFI) = 0.94; and Root Mean Square Error of Approximation (RMSEA) = 0.076. These results provided empirical support for the theoretical model of behavior.
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