부모, 교사, 또래관계가 청소년기 창의성의 종단적 변화양상에 미치는 영향
The Effects of Relationship with Parents, Teachers, and Peers on Longitudinal Change in Creativity during Adolescence
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본 연구는 초등학교 4학년부터 중학교 3학년 시기까지의 창의성 변화 양상을 확인하고, 이러한 변화에 영향을 미칠 수 있는 환경요인으로 교사, 부모, 또래관계를 설정하여 그 영향을 확인하고자 하였다. 이를 위해 서울교육종단연구 2010 패널의 1~6차년도 자료를 활용하였으며, 잠재성장모형을 적용하여 분석을 진행하였다. 연구 결과, 학생들이 지각한 창의성은 시간의 흐름에 따라 점차 감소하는 양상이 나타났으며, 특히 중학교 시기에 이르렀을 때 창의성의 감소폭이 보다 크게 나타났다. 교사, 부모, 또래 관계의 예측력을 살펴보았을 때, 환경 요인에 대한 지각이 긍정적일수록 초등학교 4학년 시점의 창의성 초기치가 높게 나타났으나 이러한 긍정적 영향은 초등학교 시기에 시간이 지남에 따라 점차 줄어드는 것으로 나타났다. 또한, 부모, 교사, 또래관계를 긍정적으로 인식할수록 중학교 시기 창의성이 감소하는 양상이 완화 되는 것으로 나타났다. 연구 결과를 바탕으로 초등학교 시기 및 중학교 학교전환기 창의성 발달에 대한 시사점과 창의성 계발을 위한 환경 요인을 조성함에 있어 고려해야 할 사항을 논의하였다.
Abstract
This study identified the pattern of longitudinal change in creativity from the fourth grade in elementary school to the third grade in middle school, and explored the influence of such environmental factors as relationship with teachers, parents, and peers. To this end, data from the first to sixth year of the Seoul Education Longitudinal Study (SELS) 2010 panel were used, and a latent growth model was applied for analysis. The findings showed that students’ perceived level of creativity gradually decreased from the first year to sixth year, and the decrease in creativity was greater in middle school. Also, the more positive the perception of environmental factors such as relationship with parents, teachers, and peers, the higher was the initial value of creativity in the fourth grade in elementary school. The positive influences of environmental factors, however, decreased over time. Especially, the more positively perceived the relationship with parents, teachers, and peers, the more alleviated was the decline in the level of creativity in middle school. The implications for creativity development in the elementary and middle school transition periods, and the considerations related to the environment for nurturing creativity were discussed.
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