학업성취도에 대한 창의성의 상대적 예측력 = Relative potency of creativity in predicting academic performance

국문 초록 (Abstract)

이 연구는 학업성취도에 대한 창의성의 상대적 예측력을 검증하는 것이다. 그리고 창의성을 측정하는데 있어서 최근 10여 년간 논쟁 중인 있는 객주관적 측정법에 대해 이론적으로 고찰하여 보고, 어떤 측정법이 학업성취도를 예측하는데 유의한지를 검증하는 것이다. 연구에 참여한 중고등학생 438명에 대하여, 창의성의 객관적 측정도구로서 TTCT 도형A형 검사를, 주관적 측정도구로서 4개영역(언어, 수학, 과학, 미술)에 대한 산출물 검사를 실시하였다. 연구결과, 창의성의 객주관적 측정도구들은 측정자 간의 신뢰도가 .74～.91로 높게 나타났다. 다음으로, 학업성취도와 TTCT 도형A형 검사와의 상관관계는 .323～.438, 영역별 산출물 검사와의 상관관계는 .377～.495를 보였다. 또한, 학업성취도에 대하여 TTCT는 10.43～19.18%, 영역별 산출물 검사는 14.21～24.50%로 상대적인 예측력이 유의하게 나타났다. 따라서 창의성의 객주관적 검사는 학업성취도를 잘 예측할 수 있는 주요변인임이 검증되었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine relative potency of creativity in predicting academic performance. Moreover, what is more effective scale to measure academic performance? It has been debated between objective and subjective assessment in creativity study for a decade recently. The participants were 438 from middle school to high school students. The TTCT as objective assessment and products tests of 4 domains as subjective assessment in creativity has been used. Both objective scale and subject scale were found reliable. The result shows that the correlation coefficients was .323～.438 between TTCT and academic performance, and .377～.495 between products tests and academic performance. The linear regression have been computed. The result also shows that TTCT was 10.43～19.18%, products tests were 14.21～24.50%. Based on these results, the objective and subjective assessment in creativity were meaningful variances to predict academic performance.

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