초등학교 고학년의 창의적 문제해결력에 영향을 미치는 정의적 특성에 대한 경로 분석

초록

The creative problem solving ability is known to be composed of various cognitive and affective components. Studies suggest more or less common cognitive components such as convergent and divergent thinking, and knowledge and skills in general and in specific domains. Meanwhile various studies suggest different affective components of creative problem solving ability. In addition, the role of affective components in creative problem solving ability and their relationship need to be studied. 232 upper elementary school students from 32 regular schools and 77 gifted upper elementary school students from 32 gifted education centers were proportionately selected throughout the country. They were tested on creative problem solving test and they also rated on their motivation, beliefs about intellectual abilities, and preference for creative problem solving and challenging tasks. Analyses on correlation coefficients among variables and analyses for verifying the path model among the variables were carried out. It was found that the intrinsic motivation, preference for creative problem solving and for challenging tasks directly affect the creative problem solving ability. It was also found that incremental beliefs about intellectual ability indirectly affect the creative problem solving ability through preference for creative problem solving, and intrinsic motivation. These results imply that it is necessary to encourage students to dare to try some new ways of solving problems in spite of the risk of failure. In order to raise the level of students' preference for creative problem solving, it seems necessary to respond positively to students‘ performance or ideas so that they can have positive incremental beliefs about intellectual ability and positive beliefs about one's intellectual ability.

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