통합적 접근에 기초한 창의성 모형 개발 및 타당화 = The Development and Verification of Creativity Model(CAPE) based on Confluence Approach

다국어 초록 (Multilingual Abstract)

The purpose of this study was to verify the structural model reflecting a relationship between the creativity structural model (CAPE) and students' academic grades.
To attain this purpose, the researcher presented the creativity model, which was developed by theoretical backgrounds and previous researches related to the confluence approach of creativity. This study was conducted through three parts of research: study Ⅰ, Ⅱ and study Ⅲ. The Study I was to investigate theories and characteristics of Creativity based on confluence approach, and to propose Creativity Model. Study Ⅱ was a development and a validity of the creativity scale developed by the researcher. The scale was designed to integrate with the previous researches of the confluence approach of creativity. Study Ⅲ was to show model fit of CAPE and a relationship between CAPE and students' academic grades.
The purpose of the study Ⅰ was to investigate theories and characteristics of Creativity based on confluence approach, and to propose Creativity Model. To win the purpose, this research analyzed the merits and faults of existing creativity theories, and suggested the creativity model of macroscopic viewpoints. Through the analysis, the creativity model will substantially explain the individual differences related to creativity and extend the range of understanding on the creativity.
The purpose of the study Ⅱ was to develop and validate the creative disposition, environment, and process scale (C-DEPs) in accordance with confluence approach to creativity. Based on the theoretical background and the preceding studies, confluence approach to creativity includes three constructs of creative disposition, creative environment, and creative process. The scale consists of 124 items over 13 sub-component groups.
Subjects of this study were 221 upper grade elementary students selected by stratified sampling. 217 of them (123 males, 94 females) took the test. Through exploratory factor analysis, 68 items were employed in the tests, excluding items which have low factor loading (〈 .4), interfere internal consistency (Cronbach α), and fail to satisfy uni-dimensionality. Reliability in each sub-component group, except openness, was satisfactory. Multicollinearity diagnosis, evidence base on test content, concurrent evidence of test-criterion relationships, and confirmatory factor analysis (evidence base on internal structure) prove the creative disposition, environment, and process scale(C-DEPs) a reliable tool. Values and limitations of this study were discussed.
The purpose of the study Ⅲ was to develop CAPE and to verify the model of structure between elementary students' grade and their creativity. The study was conducted with 1021 upper grade elementary school students whose schools place in Daegu City and Gyeongsangbuk-do. 790 out of 1021 students' data were analyzed because some responses were not enough to analyze (425 males and 365 females).
The scales of this study were TTCT A-type, intelligence test, C-DEPs, test for enhancing of intrinsic motivation. The grade was a mean of 9 subjects: Korean, Arithmetic, Social Studies, Science, Ethics, Physical Education, Music, Fine Arts and Practical Arts, converted into a standardized score. All data were analyzed via SPSSwin 14.0 version and AMOS 5.0.
As the result of the analysis, the model fit of creativity model, CAPE, showed a statistically significant value of χ2 (χ2=437.508; df=205, p=.000). Q value which shows fit of a model when it's value is smaller than 3 was 2.134. The values of Absolute Fit Measures were like these: RMR = 1.948, GFI = .955 and RMSEA = .038 , and the values of Incremental Fit Measures were NFI = .954, TLI = .969 and CFI = .975. Also, Critical Ratio (C.R.) was bigger than 1.96, and it was supported that most casual relationships in the structural model are statistically significant.
Therefore, it was identified that CAPE was an appropriate creativity model and the structures of the model did significant interactions with one another. The factor which has the biggest effect on the academic grade was cognitive ability (.87). Intelligence was the best sub-factor representing in cognitive ability factor (.74), affect disposition in emotion factor (.87), home background in environmental factor (.74), and inner-process in process factor (.81).
The conclusions of this study are following:
1. C-DEPs, creativity scale, which was developed using the re-interpretation of confluence approach of creativity can be said to bea good creativity scale.
2. CAPE is a proper creativity model which is explained through a confluence approach of creativity. Most path coefficients in the model were significant, and there were significant positive correlation among the factors in CAPE.
3. The structural model explained the relationship between creativity and the academic grade is suitable. The direct, indirect and total effects in the model were significant and there were significant positive correlations among the factors in the model. It was shown that cognitive ability, a sub-factor of creativity, had the biggest effect on creativity.
The researcher would like to suggest as following. It is more desirable that education for cultivation of creativity is organized and practiced being in harmony with cognition, emotion, environment and process. It needs to avoid the creativity education focused on only one ability or skill. When teachers and parents do their best to activate interactions among the factors of creativity, the creativity education will be something for children. They need to help children have various experiences for deeper and wider thinking and reflection both in school and in home. Because it takes a lot of time for creativity to cultivate and for creativity education to obtain desired results, teachers and parents need to continue to do their effort and cooperation for the same object.

목차 (Table of Contents)

• Ⅰ. 연구의 필요성 및 목적 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구 문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 창의성의 개념과 정의 = 5
• 2. 창의성 이론: 다원론적 관점을 중심으로 = 7
• 가. Amabile의 요소모델 = 8
• 나. Csikszentmihalyi의 체계론적 관점 = 10
• 다. Isaksen과 Puccio 그리고 Treffinger의 생태학적 모델 = 12
• 라. Sternberg와 Lubart의 투자이론 = 14
• 마. Urban의 창의성 요소모형 = 16
• 바. Ward와 Smith 그리고 Finke의 Geneplore모형 = 19
• 사. Woodman과 Schoenfeldt의 상호작용모델 = 21
• 아. 국내연구 = 22
• 3. 연구가설 = 27
• Ⅲ. 연구 Ⅰ: 통합 창의성 모형 개발 = 28
• 1. 창의성 모형의 필요성과 한계 = 28
• 가. 인지적 차원의 한계 = 29
• 나. 정의적 차원의 한계 = 30
• 다. 환경적 차원의 한계 = 31
• 라. 산물 평가의 한계 = 32
• 2. 통합 창의성 모형의 구안 = 34
• 가. 인지적 능력 = 35
• 나. 정의적 특성 = 45
• 다. 과정특성 = 52
• 라. 환경요인 = 57
• 마. 통합 창의성 모형 = 65
• 3. 통합 창의성 모형의 의의 = 69
• Ⅳ. 연구 Ⅱ : 창의적 성향·환경·과정척도의 개발 및 타당화 = 74
• 1. 문제제기 = 74
• 2. 척도개발 근거 = 75
• 3. 연구방법 = 81
• 4. 연구결과 = 83
• 5. 논의 = 90
• Ⅴ. 연구 Ⅲ : 통합 창의성 모형의 타당화 = 93
• 1. 연구방법 = 93
• 가. 연구대상 = 93
• 나. 측정도구 = 93
• 다. 자료수집 = 97
• 라. 자료분석 = 97
• 2. 연구결과 = 98
• 3. 논의 = 114
• Ⅵ. 종합 논의 = 118
• Ⅶ. 결론 = 128
• 참고문헌 = 129
• 영문초록 = 150
• 부록 = 153

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