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개방성과 실수 인식이 창의적인 자기 인식에 미치는 영향

The Effects of Openness to Experiences and Perception of Errors towards Perceived Creative Behavior, Creative Self-Efficacy, and Creative Identity

조은별|민지연
한국창의력교육학회 (Korean Society for Creativity Education)|2019.12|창의력교육연구 (The Journal of Creativity Education)|제19권 제4호|pp. 71-91|DOI 10.36358/JCE.2019.19.4.71

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참고문헌

키워드

개방성창의적 행동창의적 자기효능감creative behaviorcreative self-efficacy창의적 정체감creative identity실수 인식창의적인 자기 인식perception of erroropenness to experiences

초록

본 연구는 개인의 개방성과 실수에 대한 인식이 자신의 창의성에 대해 형성한 자기 인식에 미치는 영향을 확인하는 데에 목적이 있다. 창의적인 자기에 대한 인식은 자신의 행동, 자기효능감, 정체감 등 여러 측면에 대하여 형성될 수 있으며, 그 수준에 따라 향후 창의적 수행을 예측할 수 있다. 특히, 시행착오가 빈번하게 발생하는 창의성 발현 과정에서 개방성이 높은 성격과 실수에 대한 긍정적 인식은 창의적인 자기를 인식하는 데에 영향을 미칠 수 있다. 이에 본 연구에서는 대학생을 대상으로 개방성과 실수 인식이 세 가지 유형의 창의적인 자기 인식(창의적 행동, 창의적 자기효능감, 창의적 정체감)에 미치는 효과를 확인하였다. 연구 결과, 개방성과 실수 인식은 자신의 창의적 행동, 창의적 자기효능감, 창의적 정체감에 정적으로 유의한 영향을 미쳤다. 특히 창의적 정체감의 경우, 개방성과 실수 인식의 하위 요소 중 실수에 대한 도전과의 상호작용 효과가 확인되었다. 즉, 개방성이 낮은 경우 실수에 대한 도전 수준이 높을수록 창의적 정체감 수준이 높았다. 이러한 결과는 성격 특성 이외에 실수에 대한 인식이 창의적인 자기 인식의 형성에 유의한 설명력을 가지므로 실수 인식의 변화를 통해 창의적 수행을 이끌 수 있을 것이라는 시사점을 제시한다. 연구 결과와 함께 창의성 교육의 방향과 추후 연구에 대한 제언을 제시하였다.

Abstract

Creative processes with extensive trial and error, openness to experiences and a positive perception of errors and failures can influence creativity. In addition, the perception of personal creative behavior, ability, and identity can help to explain creative achievements. Therefore, the current study investigated relationships among openness to experience, perception of error, and perception of creativity (creative behavior, creative self-efficacy, and creative identity). Using a sample of 208 college students, a hierarchical regression analysis was performed in order to examine the relationships pertaining to openness to experiences, perception of errors, creative behavior, creative identity and creative self-efficacy. The results exhibited that students with high levels of openness to experiences perceived their creative behavior, creative identity, and creative self-efficacy more positively. Also, interaction effects between openness to experience and error risk taking were shown through creative identity. These findings suggest that it is necessary to change a students’ perception of error, and encourage students to pursue a more positive perception of their own creativity, which can finally lead to creative achievement.

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