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Effects of Verbal feedback Types on Creativity Enhancement of Upper-Grade Elementary School Students

유경훈|Mark Runco
한국창의력교육학회 (Korean Society for Creativity Education)|2019.06|창의력교육연구 (The Journal of Creativity Education)|제19권 제2호|pp. 77-91|DOI 10.36358/JCE.2019.19.2.77

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참고문헌

키워드

초등학생창의성elementary school studentscreative thinking abilityverbal rewardperformance-contingent feedbacktask-contingent feedback언어적 보상결과지향 피드백과정지향 피드백

초록

The purpose of this study was to investigate the effects of two types of verbal feedback, used in creativity promoting programs to improve the creative thinking abilities. In this study, the students were divided into three experimental groups. On the basis of pre-programmed types of verbal feedback, the experimenter observed how well the verbal feedback worked on two groups, using performance-contingent feedback or task-contingent feedback, with the third group as the control where no feedback was given. The research question was, “Is there any difference among three groups for which different verbal feedbacks are used?” The study groups consisted of 174 4th grade students from elementary schools randomly selected in Seoul area, Korea. The Torrance Test of Creativity Thinking (TTCT), in which the creative thinking abilities were scored, was carried out as a pre-test and a post-test. The data were analyzed by using SPSS 20.0. The major results of this study were as follows; the students in the group, which went through the creativity promotion-oriented programs and were given task-contingent feedback, appeared to have improved their creative thinking abilities more than the students in the other groups. In addition to the results, the limitations of this study and directions for future research have been discussed.

Abstract

The purpose of this study was to investigate the effects of two types of verbal feedback, used in creativity promoting programs to improve the creative thinking abilities. In this study, the students were divided into three experimental groups. On the basis of pre-programmed types of verbal feedback, the experimenter observed how well the verbal feedback worked on two groups, using performance-contingent feedback or task-contingent feedback, with the third group as the control where no feedback was given. The research question was, “Is there any difference among three groups for which different verbal feedbacks are used?” The study groups consisted of 174 4th grade students from elementary schools randomly selected in Seoul area, Korea. The Torrance Test of Creativity Thinking (TTCT), in which the creative thinking abilities were scored, was carried out as a pre-test and a post-test. The data were analyzed by using SPSS 20.0. The major results of this study were as follows; the students in the group, which went through the creativity promotion-oriented programs and were given task-contingent feedback, appeared to have improved their creative thinking abilities more than the students in the other groups. In addition to the results, the limitations of this study and directions for future research have been discussed.

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