중국 대학생의 기대된 평가와 목표지향성이 창의성에 미치는 영향
The effects of expected evaluation and goal orientation on creativity
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본 연구는 기대된 평가와 목표지향성이 창의적 수행에 미치는 영향을 알아보는 데 그 목적이 있다. 연구1에서 1,333명의 중국 대학생을 대상으로 3요인 목표지향성 잠재프로파일을 분석하였다. 연구 2에서 399명을 대상으로 기대된 평가와 목표지향성 잠재프로파일이 창의성에 미치는 영향을 알아보았다. 그 결과, 연구1은 ‘1-숙달접근목표형’, ‘2-전체목표중하형’, ‘3-고성취지향형’, ‘4-전체목표중상형’ 등 4개 잠재프로파일을 식별하였다. 연구2에서, 유창성, 융통성, 독창성에 대한 기대된 평가(무평가, 정보적 평가, 통제적 평가)의 주효과가 통계적으로 유의하였고, 독창성에 대한 목표지향성 잠재프로파일의 주효과가 유의하였다. 기대된 평가와 목표지향성 잠재프로파일 간의 상호작용 효과는 독창성에서만 유의하였다. 즉, ‘3-고성취지향형’은 정보적 평가 조건에서 독창성이 가장 높았고, ‘1-숙달접근목표형’과 ‘4-전체목표중상형’은 정보적 평가나 평가가 없는 조건 둘 다에서 독창성이 가장 높았다. 3개 잠재집단 모두 통제적 조건에서 독창성이 가장 낮았다. ‘2-전체목표중하형’은 기대된 평가유형과 상호작용하지 않았다. 이후 연구결과에 대한 논의와 시사점, 그리고 한계와 제언을 다루었다.
Abstract
The purpose of this study was to investigate the effects of expected evaluation and goal orientation on creative performance. In Study 1, the three-factor goal orientation latent profile of 1,333 Chinese college students was analyzed. In Study 2, the effects of expected evaluation and goal orientation latent profile on creativity were investigated for 399 subjects. As a result, Study 1 identified four latent profiles: ‘1-mastery-approach goal type’, ‘2-medium-low type’, ‘3-high achievement type’, and ‘4-medium-high type’. In Study 2, the main effects of expected evaluation (no evaluation, informational evaluation, and controlling evaluation) on fluency, flexibility, and originality were statistically significant, and the main effect of goal orientation latent profile on originality was significant. The interaction effect between expected evaluation and goal orientation latent profile was significant only on originality. That is, ‘3-High Achievement Orientation’ showed the highest originality in the informational evaluation condition, while ‘1-Mastery Approach Goal Type’ and ‘4-Medium-High Type’ showed the highest originality in both the informational evaluation and no-evaluation conditions. All three latent groups showed the lowest originality in the control condition. ‘2-Medium-Low Type’ did not interact with the expected evaluation type. The following is a discussion of the research results, their implications, and their limitations and suggestions.
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