창의성과 학업성취간의 관계에 대한 메타분석 = The Meta-Analysis about The relationship of Creativity, and Academic Achievement

다국어 초록 (Multilingual Abstract)

  This study is integrated by applying the meta analysis to the established study in this field by analysing the relationship of intelligence and academic achievement synthetically. This study set the following problems to be answered to direct the further study.<BR>  〈Problem 1〉 Examine the effect size, creativity and academic achievement.<BR>  〈Problem 2〉 Categorize the relationship, creativity, and academic achievement by the sex of person and the grade and then compare the effect size.<BR>  〈Problem 3〉 Compare the effect in accordance with the research method. In other words, categorize the effect size in keeping with the number of examinees, the region, the mane of the test, and the source of research materials, and inspect the difference of effect sizes.<BR>  〈Problem 4〉 Yield the effect sizes of creativity, and compare the effect size of those in compliance with the sex of person and the grade.<BR>  In other to inspect the above problems, 84 theses which are based on the variables such as creativity and academic achievement were collected. Out of the 84 theses, six were excluded because they had the problems the application to statistical techniques. Ultimately 78 theses were analysed and 111 effect sizes were yield. The variables analysis was used to inspect to find out if the effect sizes had the meaningful differences,<BR>  The results of this study are as follows.<BR>  1. As a result of the meta-analysis of the relations of creativity, and academic analysis, the average effect size of creativity and academic achievement was 1.666(r=429)<BR>  The correlation between creativity and academic the subjects such as Korean, mathematics and science showed different aspects on subjects. In addition, art was affected more by creativity than by intelligence.<BR>  2. The relationship between creativity and academic achievement didn"t show.<BR>  3. According to the number if examinees, there was ac meaningful difference to the relationship between came out as a result of inspecting the difference to the effect size intelligence according to the number of examinees. In the case of sampling less than 100 persons, the effect size came out failing to reach the whole average effect size to a high degree. As the number of examinees increased, a high effect size was produced.<BR>  4. For theses that were divided into a high level and a low level by the standard of IㆍQ 120 were analysed and yielded the separate effect sizes. As a result of the above, it was founded that the average effect sizes of intelligence and creativity were recorded bigger when intelligence is on a higher level than on a lower level. It suggested that there is more meaningful relationship when an IㆍQ is higher than less.

국문 초록 (Abstract)

  본 연구의 목적은 창의성과 학업성취를 변인으로 하는 국내의 연구논문을 수집하여 메타분석의 통합접근 방법을 시도하였다. 그리하여 창의성과 학업성취의 관계의 일반적인 경향성을 알아내며, 이에 영향을 미치는 다양한 변인들의 효과를 규명하였다.<BR>  위의 연구 목적을 위해 창의성과 학업성취를 변인으로 하는 연구논문을 84편을 수집하여 통계기법의 적용에 있어서 문제가 되는 논문 6편을 분석대상에서 제외하고 최종적으로 78편의 논문을 분석하여 산출해낸 111개의 효과크기를 사용하여 다음과 같은 연구문제를 검증하였다.<BR>  결과는 첫째, 창의성의 하위요인 중에서는 정교성과 융통성이 큰 영향을 미치는 것으로 나타났다. 또한 국어, 수학, 과학 등이 주지과목은 지능에 있어 높은 효과의 크기를 보이며 미술과 같은 예체능 과목은 주지과목과 비교해 볼 때 창의성의 영향을 많이 받는 것으로 나타났다. <BR>  둘째, 창의력과 학업성취의 효과의 크기가 성별과 연령에 따라 차이가 있는가를 변량분석을 통해 검증하였다. 성별에 있어서는 남자 집단을 대상으로 연구한 결과가 여자 집단이나 혼성 집단을 대상으로 했을 때보다 높은 효과의 크기를 보여주고 있다.<BR>  셋째,  연구 대상수에 있어서는 유의미한 차이가 있었고 연구 대상수가 100명 이하이면 효과의 크기가 매우 낮아지는 것으로 결과가 나타났다. 그리고 연구대상수가 많아질수록 높은 효과의 크기를 보이다가 500명 이상에서는 오히려 효과의 크기가 낮아지고 있다.

목차 (Table of Contents)

• 요약
  Ⅰ. 서론
  Ⅱ. 이론적 배경
  Ⅲ. 연구방법
  Ⅳ. 결과 및 해석
  Ⅴ. 논의
  Ⅵ. 요약 및 결론
  참고문헌
  Abstract