동기 및 피드백 유형이 창의적 수행에 미치는 영향 - 창의적 자기효능감의 조절효과 = The Influence of Motivation and a Feedback style on Creative Performance - creative self-efficacy as Moderator

다국어 초록 (Multilingual Abstract)

The study explored the effects of motivation and feedback styles on creative performance. Previous research regarding the case of evaluation indicates those who have different creative self-efficacy levels are more likely to have different creativity performance. Thus, the moderating effects of creative self-efficacy were hypothesized. The study was conducted on 45 students who took liberal arts classes and tested their motivation, creative problem solving skills, and creative self-efficacy after the experiment. Participant’s creative performance defined the creative problem solving skills and midterm score of liberal arts classes to develop creative capacity. Experiments were designed. Independent variables (motivation, creative self-efficacy, feedback style) were manipulated with a 2 (creative self-efficacy) X 3(feedback style) between subject design. Multivariate analysis was performed and confirmed as 2 (motivation) X 2 (creative self-efficacy) and 2 (creative self-efficacy) X 3 (feedback style). Results revealed that first, significant differed only at the stage of the ’problem finding’ according to the level of internal motivation, and there was interaction between creative self-efficacy and internal motivation. External motivation and creative self-efficacy were interacting with each other, it was significant only on the ‘problem solving’. Creative self-efficacy is only a modulator in some processes of motivation and creative problem solving. Second, creative self-efficacy and feedback had no interaction effect on the grades of creativity class and creative problem solving skills. Creative self-efficiency did not act as a modifier to feedback and creative problem solving. Creative self-efficiency has shown some modulating effect on motivation and creative performance, and there has been no modulating effect on feedback and creative performance. In addition, the most effective feedback for creative performance was the standards-oriented evaluation. And there was a difference in the academic performance of the class of creative capacity, according to the level of creative self-efficacy.

국문 초록 (Abstract)

본 연구의 목적은 동기와 피드백 유형이 교양 수업의 창의적 수행에 미치는 영향을 알아보고자 하였다. 선행연구에서 수준이 다른 창의적 자기 효능감의 창의적 수행에서도 차이를 나타낸다는 것을 확인하였다. 따라서 창의적 자기효능감은 창의적 수행에 조절효과가 있다는 가정을 하고, 실험을 실시하였다. 연구는 교양수업을 듣는 45명의 학생들을 대상으로 하였으며, 실험 후에 동기, 창의적 문제해결력, 창의적 자기효능감 검사를 실시하였다. 창의적 수행은 창의적 문제해결력과 창의역량 개발을 위한 교양수업의 중간고사 성적을 사용하였다. 실험은 독립변수가 동기, 창의적 자기효능감, 피드백이었고, 2 창의적 자기효능감(높음, 낮음) X 3 피드백(규준, 정보, 자기참고)의 피험자간 설계로 이루어졌다. 분석은 다변량분석을 실시하였으며, 2(동기) X 2 (창의적 자기효능감), 2 (창의적 자기효능감) X 3(피드백)로 확인하였다. 결과는 첫째, 내적 동기수준에 따라서 창의적 문제발견 단계에서는 차이가 있었고 창의적 효능감과 내적 동기는 상호작용이 있었다. 외적동기와 창의적 자기효능감은 서로 상호작용하여 ‘문제해결’에만 영향을 주고 있었다. 창의적 자기 효능감은 동기와 창의적 문제해결력의 일부 과정에만 조절변인이라는 것을 알 수 있다. 둘째, 창의적 자기효능감과 피드백은 창의적 문제해결력과 창의역량 수업의 성적에는 상호작용 효과가 없었다. 창의적 자기효능감은 피드백과 창의적 문제해결력에 조절변인으로 작용하지 않았다. 창의적 자기 효능감은 동기와 창의적 수행에 일부분 조절효과를 나타내고 있고, 피드백과 창의적 수행에는 조절효과가 없었다. 추가적으로 창의적 수행에 가장 효과적인 피드백은 규준지향평가였다. 그리고 창의적 자기효능감 수준에 따라 창의역량 수업의 학업성취에 차이가 있었다.

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