創意性 및 知能과 學業成就간의 關係 = (The) Relationships of Creativity, Intelligence, and Academic Achievement
저자
발행사항
서울 : 숙명여자대학교 대학원, 1996
학위논문사항
학위논문(석사)-- 숙명여자대학교 대학원: 교육심리학과 교육심리학전공 1996
발행연도
1996
작성언어
한국어
주제어
KDC
373.7 판사항(4)
DDC
370.15 판사항(15)
발행국(도시)
서울
형태사항
iv, 68p. : 삽도 ; 27cm.
소장기관
The purpose of the present study is to investigate the relationships of creativity, intelligence, and academic achievement in elementary schoolers. For the above purpose of the study, the specific hypotheses proposed in this investigation are as follows :
<Hypothesis 1> The relationship between the measures of intelligence and academic achievement will be greater than that between the measures of creativity and academic achievement.
<Hypothesis 2> The effect of indepentent variables, creativity and intelligence, on academic achievement will vary with subjects.
<Hypothesis 3> As the intelligence level of group becomes low, the relationship between creativity and intelligence will become increased.
<Hypothesis 4> There will be a certain interaction between creativity and intelligence.
In order to test the hypotheses proposed, the following instrument were constructed and administered to the sample: Standardized Compact Creativity Test and General Intelligence Test both published by Korean Testing Center. As the index of academic achievement, the researcher used the results of most recent comprehensive tests administered in school. Subjects were 184 fourth graders, 177 fifth graders, and 189 sixth graders and all the students were given the both tests to measure creativity and intelligence in their classroom.
The results of this study is as follows.
1. It was founded that the simple and multiple correlations between the measures of creativity and academic achievement were lower than those between the measures of intelligence and academic achievement. From examination of these results the contention of the first hypothesis is sustained.
2. Inspection of the research results indicates that the effect of creativity and that of intelligence on academic achievement vary with the subjects (Korean, Mathematics, Music, Art) and the groups that classified by intelligence level. The academic achievement in mathematics was mostly influenced by the factors of intelligence. The academic achievement in Korean was mainly influenced by the factors of creativity. The predictability of academic achievement was further improved when the measures of creativity are combined with intelligence. Therefore, the results clearly confirm the Hypothesis 2.
3. Examination of the simple correlations of creativity, intelligence, and academic achievement shows different significance by groups. In all groups except group 3, the correlations between creativity and intelligence were insignificant. Evidence of these research results clearly confirm the Hypothesis 3 that as the intelligence level of group becomes low, the relationship between creativity and intelligence will become increased.
4. Examination of the results indicates that the interaction between creativity and intelligence is statistically significant. Within intelligently homogeneous group, as the measures of creativity becomes greater, the academic achievement was improved. The existence of an I.Q. threshold was evidenced by a weak I.Q. × Creativity interactive effect. These results clearly confirm the proposition of the Hypothesis 4.
Following points summarize the main conclusions and implications of this research.
1. The dominancy of one of the independent variables, creativity and intelligence, in predicting of academic achievement appears differently by subjects (Korean, Mathematics, Music, Art) and groups. Generally, intelligence is dominant in accounting for the variances of the academic achievement. However, in creativity-related subject, creativity produce much more greater influence on academic achievement.
2. Creativity is significantly related to intelligence when I.Q.s were less than threshold but was not related at higher levels.
3. For curriculum and instructional research, these findings provide some explanatory studies to understand the effect of emphasis in the divergent thinking reflected on both planning and developing programs and instructional material to meet the needs of gifted children.
4. It is suggested that the further studies of this type should involve a large number of measures from the domain of creativity, intelligence, and academic achievement. For the valid interpretation and generalization, random sampling on various grade levels and the standardaized ability tests which have up-dated norms are needed.
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