A Study on the Effect of Learning Motivation and Self-identity on Creative Thinking of Chinese Higher Vocational College Students Majoring in Art Design

다국어 초록 (Multilingual Abstract)

In recent years, the quality of personnel training has gradually become a hot topic of academic research in universities. The state not only invests human and financial resources in the development of high-quality students in higher vocational education, but also tries to make a growing relationship between students' learning experience and social practice. At present, the study of higher vocational education stage is extremely important for the development of students, which is related to their own academic development, their career planning and their social life after entering the society. In China, most of the training of design majors is done at the level of higher vocational colleges. With the emphasis on socio-economic and cultural development, design related majors including art design have been recognized as a significant discipline major subjects. Art design education is mainly focused on practical training, but because it requires basic theoretical knowledge of various academic fields, factors about the academic achievement of the majoring students are also analyzed increasingly. This study aims to analyze the effect of learning motivation and self-identity on creative thinking of art design students in Chinese vocational colleges. On the basis of previous studies, the research model and hypothesis are constructed. This study conducted a questionnaire survey on 700 students majoring in art design from four colleges in Henan, China. Demographic variance analysis, descriptive statistics, correlation analysis and factor analysis were used to sort out and analyze the data. The analysis of the data yielded the following results. First, there is a significant positive relationship between the learning motivation and creative thinking of art design students in Chinese higher vocational colleges. Second, there is a significant positive relationship between the self-identity and creative thinking of art design students. Third, there is a significant positive relationship between the learning motivation and self-identity of art design students. Fourth, the self-identity of art design students in Chinese higher vocational colleges plays a partial mediating role between learning motivation and creative thinking. Compared with other academic fields, studies on the field of art and design students in China are considered as relatively lacking. In this respect, the analysis study on factors affecting creative thinking of art and design college students can be used to improve art and design education quality in China's higher vocational colleges. This study can also be the basic data to solve the academic and practical problems of art and design education in the future. Key words: Higher vocational colleges, Art design major, Learning motivation, Self-identity, Creative thinking

목차 (Table of Contents)

• Abstract ｉ
• Ⅰ. Introduction 1
• 1. Research Necessity 1
• 2. Research Purpose 8
• 3. Research Questions 8
• Ⅱ. Theoretical Background 9
• 1. Current Status of Higher Vocational College Education in China 9
• 1) System and Development of Chinese Higher Vocational College9
• 2) Characteristics of Students in Chinese Higher Vocational Colleges 11
• 2. Chinese Art Design Major 13
• 1) Concept of Art Design 14
• 2) History of Art Design Major16
• 3) Characteristics of Art Design Education19
• 4) Current Situation of Art Design Education 22
• 5) Previous Research of Art Design 25
• 3. Creative Thinking 27
• 1) Definition of Creative Thinking 27
• 2) Dimensions of Creative Thinking 31
• 3) Previous Research of Creative Thinking36
• 4. Learning Motivation 38
• 1) Definition of Learning Motivation38
• 2) Dimensions of Learning Motivation42
• 3) Previous Research of Learning Motivation 44
• 5. Self-identity 49
• 1) Definition of Self-identity49
• 2) Dimensions of Self-identity 51
• 3) Previous Research of Self-identity 54
• 6. Relationships between the Variables 58
• 1) Learning Motivation and Creative Thinking 58
• 2) Self-identity and Creative Thinking 60
• 3) Learning Motivation and Self-identity 61
• 4) Mediation Effect64
• III. Research Methods67
• 1. Research Model and Hypothesis 67
• 1) Research Model67
• 2) Research Hypothesis68
• 2. Research Participants 68
• 1) Preliminary Research Participants68
• 2) Main Research Participants69
• 3. Research Procedure 71
• 4. Research Tools 72
• 1) Creative Thinking 72
• 2) Learning Motivation 73
• 3) Self-identity 74
• 5. Data Analysis75
• Ⅳ. Research Results 77
• 1. Basic Statistical Analysis 77
• 1) Descriptive Statistic and Normality Verification 77
• 2) Correlation Analysis 78
• 3) Difference Analysis 81
• 2. Analysis of Measurement Model 85
• 1) Measurement Model Analysis 85
• 2) Validity Analysis 86
• 3) Confirmatory Factor Analysis 89
• 3. Research Hypotheses 90
• 1) Validation of Research Model Fit 90
• 2) Direct Effects 91
• 3) Mediating Effect 92
• 4. Adoption of Research Hypotheses 94
• V. Conclusion and Suggestions 95
• 1. Research Summary 95
• 2. Discussion and Conclusion 96
• 3. Limitations and Suggestions 100
• References102
• Appendix: Questionnaire 129
• 국문초록135
• viii