창의적 행동 발현의 구조모형 타당화 연구
Validation of Structural Model of Creative Behavior Based on Scientific Domain to Artistic Domain.
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본 연구는 과학영재를 대상으로 검증된 창의적 행동 발현의 구조모형(이병희, 임웅, 2010)을 예술영재 집단에 적용하여 그 모형의 타당성을 확장하는 것으로, 창의적 행동의 발현에 관여하는 변인으로 설정된 개방성, 아이디어 생성행동, 내재동기, 외재동기, 지식, 종합지능, 가정환경, 학교환경의 8가지변인으로 구성된 창의적 행동 발현의 구조모형이 예술영재 피험자들에게도 적용될 수 있는지를 검증하였다. 구조모형에 대한 적합도 검증 결과 제안된 모형은 예술영재 집단에서도 수용 가능한 것으로 나타났다(GFI=.95). 이러한 결과는 창의성의 영역 일반성과 영역 특수성의 논쟁에서 창의적 행동은 과학, 예술 등의 각 영역에서 독립적인 기제를 통해 발현되는 것이 아니라 일반적이고 공통적인 관련 변인의 종합적인 상호작용 구조를 통하여 일반적으로 발현되는 영역 일반적인 기제임을 확인할 수 있었다.
Abstract
The question of whether creativity is domain-general or domain-specific is one of the controversies in the field of the nature of creativity. Recently, numerous research reports have shown that skills, traits and knowledge underlying creative performance may be task or domain specific. According to Plucker (1998), however, most of these researches and theories suffer from conceptual, methodological, or logical oversights. On the basis of this argument, it needs to confirm the nature of creativity whether creativity is domain-general or domain-specific. The purpose of the present study is to expand the validity of the structural model of creative behavior in the domain of art. 233 art high school students self-reported their subject records related with art. Also they completed six types of tests. As a result, the model showed a good fit to the present data in the creative groups of art, GFI = .95. This study provides empirical evidence of the domain generality of creativity in the point of cognitive development, confluent perspectives, and methodology. According to results, creativity programs that seek to enhance students’creative abilities should be designed and administered in the point of view incorporating intrapersonal valuables with interpersonal valuables. Also, creativity programs should diagnose the readiness of intrapersonal, intrapersonal valuables for creativity and assist the lack of conditions of creativity in the general level before discriminating students’ creative domain in which their abilities are more creative.
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