대학생의 창의성지지 교수학습 환경, 암묵적 믿음 및 창의적 무용수행 간의 관계
The Relationship between Creativity-Supportive Teaching-Learning Environments, Implicit Beliefs, and Creative Performance in College Dance Students
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초록
창의적 마인드셋은 창의성에 대한 사람들의 암묵적인 믿음과 사고방식을 의미하며, 예술가처럼 세상을 바라보는 능력과 관련된다(Karwowski, 2014). 본 연구는 대학생들의 창의성에 대한 믿음이 창의적 교수학습 전략과 창의적 무용 수행 간의 관계를매개하는지 검증하고자 했다. 연구대상은 서울과 강원도 5개 대학의 무용학과 학생 4 25명(남학생 36명, 여학생 389명)이다. 자료는 기술통계, 요인분석, 신뢰도 분석, 상관분석, 구조방정식모형 분석을 통해 처리되었다. 분석 결과, 창의적 교수학습 환경은창의성을 지지하며, 창의적 무용 수행을 향상시키는 데 기여했다. 또한, 창의성이 고정된 믿음을 가진 학생들에게는 이러한 환경이 창의적 무용 수행에 영향을 미치지 않았다. 이 연구는 창의적 성취를 위해 교수학습 전략과 노력의 중요성을 강조한다.
Abstract
Creative mindset refers to people's implicit beliefs and mindset about the source of creativity. This implicit belief in creativity is the ability to think and view the world like an artist (Karwowski, 2014). The purpose of this study is to examine whether college students' implicit beliefs about creativity mediate the relationship between creativity-supportive teaching and learning strategies and creative dance performance. The participants of the study were 425 students (36 males and 389 females) enrolled in the dance departments of five universities in Seoul and Gangwon Province, and the data were processed through descriptive statistics, con- firmatory factor analysis, reliability analysis, correlation, and structural equation modeling. The results of the structural equation model analysis are as follows: First, the research model was evaluated as a valid model for predicting the creative dance performance of dance majors. Second, the perceived creativity-supportive teaching and learning environment in dance class contributes to students' ability to generate and perform dance-related creative ideas by reinforcing their belief that creativity can grow. Third, the fixed belief that creativity does not change easily does not mediate the relationship between creative teaching and learning environ- ments and creative dance performance. Findings suggest that underutilizing crea- tivity-supportive teaching and learning strategies and believing that dance-related creativity can grow with effort and persistence are important to promote creative achievement in dance majors.
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