교사의 해석 수준이 경험에 대한 개방성에 따라 학생의 창의적 산출물 평가에 미치는 영향
The Effect of Teacher's Construal Level on the Evaluation of Student's Creative Product Moderated by Openness to Experience
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본 연구의 목적은 교사가 학생의 창의적 산출물을 평가하는데 상황적, 개인적 특성이 어떠한 영향을 미치는지 탐색하는 것이다. 이를 위하여 상황적 변인으로는 해석 수준을 조작하여 해석 수준에 따라 창의성 평가가 어떻게 달라지는지 탐색하였다. 개인적 특성으로는 경험에 대한 개방성을 설정하여 해석 수준이 창의성 평가에 미치는 영향에 조절 효과를 보이는지 탐색하였다. 실험에는 대전, 충남, 서울 지역의 초등교사 126명이 참여하였고, 참여자들은 창의적 산출물에 대해 독창성과 유용성을 각각 평가하였다. 연구 결과, 상위 해석 수준이 유발된 참여자들은 하위 해석 수준이 유발된 집단에 비해 독창성과 유용성에서 모두 높은 점수를 주었다. 한편, 경험에 대한 개방성은 해석 수준과 창의성 평가 사이에서 조절효과를 보이지 않았다. 이 같은 결과는 창의적 수준을 평가하는데 해석 수준과 같은 상황적 변인이 영향을 미칠 수 있음을 뜻하는 것으로 교육 상황에 따라 통제하거나 조작할 필요가 있음을 시사한다.
Abstract
This study was conducted to explore the effects of construal level on the evaluation of creative products and examine whether the evaluator's openness to experience moderates this relationship. Construal level was set as a contextual variable and openness to experience was set as a personal trait. The evaluation of creative products was separately measured by originality and usefulness. A total of 136 elementary school teachers participated in this study, and the data from 126 people was used(27 males, 99 females) for final analysis. As a result of the repeated measures ANOVA, participants in the high level construal group rated the originality and usefulness of the creative products higher than those in the low level construal group. But openness to experience did not significantly affect both the evaluations of originality and usefulness of creative products, nor did it moderate the relationship between construal level and creativity evaluation. The results of this study were meaningful in that it empirically verified the teacher's construal level as a situational variable, which can influence the evaluation of the student's creative products.
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