교과지식교육과 창의성교육, 양립 할 수 있는가? : 기능특수적 접근을 통한 학업역량과 창의성(인식, 수행) 간의 구조적 관계 검증
Would Content Knowledge Education and Creativity Education be Compatible? : A Structural Equation Model of Academic Competencies and Creativity (Perception and Performance) from a Functional Approach
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본 연구에서는 인간 기능의 특수성을 기반으로 교과지식교육과 창의성교육의 양립가능성을 탐색하기 위해, 대학생이 지각한 학업역량(메타인지, 문제해결력, 자기결정성)이 창의성의 상이한 기능(인식, 수행)과 맺는 구조적 관계를 살펴보았다. 대학생 274명을 대상으로 지각된 메타인지, 문제해결력, 자기결정성과 창의적 자기인식(인지적, 정의적) 및 창의적 수행(유창성, 독창성, 융통성)을 측정하였다. 수집된 자료는 구조방정식모형을 이용하여 분석하였다. 연구결과, 지각된 메타인지, 문제해결력 및 자기결정성은 창의적 자기인식에는 유의미한 영향을 미쳤지만, 창의적 수행에는 유의미한 영향을 미치지 않았다. 창의적 자기인식은 창의적 수행에 유의미한 영향을 주었다. 간접효과와 관련하여, 지각된 메타인지, 문제해결력 및 자기결정성은 창의적 자기인식을 매개로 창의적 수행에 유의미한 영향을 미치는 것으로 나타났다. 본 연구의 학술적, 실제적 함의와 향후 연구에 대한 방향성을 논의하였다.
Abstract
This study examined the structural relations between college students’ perceived academic competencies (metacognition, problem solving, and self-determination) and creativity (perception and performance) from a functional approach. Participants were 274 college students in Korea. This study measured college students’ perceived metacognition, problem solving, and self-determination, and creativity including creative self-perception (cognitive and affective factors) and creative performance (fluency, originality, and flexibility). Collected data were analyzed using the Structural Equation Modeling. Results showed that perceived metacognition, problem solving, and self-determination significantly influenced creative self-perception, but did not influence creative performance. Creative self-perception significantly influenced creative performance. Regarding the indirect effects, perceived metacognition, problem solving, and self-determination influenced creative performance mediated by creative self-perception. Theoretical and practical implications and future directions were discussed.
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