창의성의 구성요인과 훈련효과 = A Study on the Components of Creativity and the Training Effect for Improvement of Creativity

다국어 초록 (Multilingual Abstract)

The purpose of this research is to fond out whether it is possible to improve the creativity of children by training or not and what kinds of programs for improvement of creativity are effective if possible.
The subpurposes to access the purpose are to build up a comprehensive model of the concept of creativity synthesizing various theories and to investigate the relations among the composing factors of the model. The effects of the programs to foster creativity developed on the basis of the composing factors are investigated through practice of the programs.
Three kinds of study, theoretical review, survey and experiment, were carried out for solving the research problems.
First, in the theoretical review, the comprehensive conceptual model of creativity built up. Three components of creativity in the model were divergent thinking(3 subvariables), the ability of problem solving(4 subvariables) and creative personality(8 subvariables)
Second, the topics to be surveyed to investigate the relations among the three components were as follows ;
1.Are there any significant correlations among the three components of creativity and the subvariables of them?
2,Are the three components, divergent thinking, the ability of problem solving and creative personality, interindependent?
3.Are there any correlations between the three components of creativity and such elements as intelligence, environment, academic achievement or sex?
The subjects, the sixth tirade children(176 boys and 142 girls) sampled from two primary schools in Andong district were administrated with Torrance Test of Creative Thinking and Purdue Elementary Problem Solving Inventory translated and revised by the author and Creative Personality Scale which was developed by author. In addition to them, they were administrated with the test of intelligence, environment scale and academic test.

The results of the survey were summarized as follows ;
1.Significant correlations were found among the three components of creativity and the subvariables of them, but there were no significant correlations between creativity personality and a subvarivable of problem solving ; between problem solving and each of two subvariables of creative personality ; between divergent thinking and each of two subvariables of problem solving.
2.The three components, divergent thinking, the ability of problem solving and creative personality, were found to be relatively interindependent variables.
3.Significant correlations were found between each of the three components of creativity and each variable of intelligence, environment and academic achievement, but significant differences were not found between the boys and the girls on the scores of the three components of creativity.

Third, in the experimental study, the followings were hypothesized to investigate the training effects of the programs to improve the three components of creativity.
1.Creativity would be improve by training of the programs to improve the three components of creativity.
2.The ability of problem solving and the creative personality as well as the divergent thinking would be also improve by the training of the program for divergent thinking.
3.The training effects for improvement of the three components of creativity would be different significantly between two different level groups of intelligence, environment and academic achievement and boys and girls.
The subjects consisted of 180 children in the sixth grade from a primary school in Andong district. The subjectswere randomly assigned each of three experimental groups and one control group. Each groups consisted of 45 children(25 boys and 20 girls) respectively. The students in the three experimental groups administrated self training with one of the three programs consisted of (1) encouraging the divergent thinking, (2) improving the ability the ability of problem solving, and (3) encouraging the creative personality. The pre-and post-tests on the three components of creativity were administrated in order to investigate the effects of the programs.
The results of the experiment were as followings ;
1.The creativity was generally improved by the training of programs for the three components of creativity.
2.The ability of divergent thinking was improved by the training of program for divergent thinking.
The creative personality as well as the ability of problem solving were improved by the training of program for the ability of problem solving.
The creative personality and the ability of divergent thinking were also improved by the training of program for creative personality.
3.Any significant differences were not found in the effects of trainings between two different level groups of intelligence and psychological environment and boys and girls. The problem solving scores by the training showed significant difference between high and low physical environment groups, and the creative personality scores by the training showed significant difference between high and low academic achievement groups.

목차 (Table of Contents)

• Ⅰ.서론
• Ⅱ.연구의 옥적
• Ⅲ.창의성의 종합적인 개념모형의 탐색
• 1.인지적 능력
• 2.정의적 특성
• 3.과정
• 4.결과
• 5.종합적인 개념 모형
• Ⅳ.창의성 구성요인들의 관련성 분석
• 1.연구의 문제
• 2.연구방법
• 3.결과
• Ⅴ.창의성 육성 프로그램에 의한 훈련효과
• Ⅵ.논의 및 결론
• ※ 참고문헌