Mediating effects of creative home environment and self-directed learning ability on the relationship between creative personality and creative achievement intention
Abstract
This study verified the mediating effects of creative home environment and self-directed learning ability on the relationship between creative personality and creative achievement intention of university students. Creative personality was set as independent variable, creative home environment and self-directed learning ability as mediating variables, and creative achievement intention as dependent variable. This study was conducted from June 10 to July 10, 2019 in Seoul, South Korea, and the participants were 587 university students. Data was collected through an online–offline test and analysed using SPSS Statistics 25.0. Creative personality affected creative achievement intention through the medium of creative home environment. However, self-directed learning ability had no mediating effect in the influence of creative personality on creative achievement intention. Therefore, creative home environment is important to improve the creative achievement intention of university students. Further, that the family’s environmental support affects the creative achievement intention to express creativity in course of development bears implications for parent education.
Keyword : creative achievement intention, creative home environment, creative personality, mediating effect, self-directed learning ability, parallel multiple mediator model
How to Cite
Lee, G. H. (2024). Mediating effects of creative home environment and self-directed learning ability on the relationship between creative personality and creative achievement intention. Creativity Studies, 17(1), 178–191. https://doi.org/10.3846/cs.2024.15551
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Sohn, S. (2018). Dogil-ui Sacha San-eophyeokmyeong-gwa Gieob-ui Jeonsajeok Tonghabdaeeung [The 4th Industrial Revolution in Germany and the enterprise-wide response]. Koreanstudies Information Service Systems, 36(3), 1–22. https://doi.org/10.18237/KDGW.2018.36.3.001
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Torrance, E. P., & Mourad, S. (1978). Some creativity and style of learning and thinking Correlates of Guglielmino’s self-directed learning readiness scale. Psychological Reports, 43(3), 1167–1171. https://doi.org/10.2466/pr0.1978.43.3f.1167
Tough, A. (1978). Major learning efforts: Recent research and future directions. Adult Education Quarterly, 28(4), 250–263. https://doi.org/10.1177/074171367802800403
Yoo, J. (2020). Onlain Hakseub-eseo Jagi-judo-hakseub-neungryeok, Sanghojak-yong Mit Suseup-mankokdo-ui Gujojeok Gwangye [Structural relationship among self-directed learning ability, learner–instructor interaction, learner–learner interaction, and class satisfaction in online learning environments]. Journal of Christian Education in Korea, 63, 255–281.
Guglielmino, L. M. (1978). Development of the self-directed learning readiness scale [PhD/Doctoral Thesis, University of Georgia]. Athens, Georgia [unpublished source].
Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408–420. https://doi.org/10.1080/03637750903310360
Hayes, A. F. (2013). Introduction to mediating, moderation, and conditional process analysis: A regression-based approach. The Guilford Press.
Hong, K.-Ch. (2014). Chodeunghaksaeng-yong jagijudohakseubryeok geomsa-ui tadanghwa [A study on the validity of the self-directed learning ability test for elementary school students]. Korean Journal of Thinking Development, 10(2), 1–30.
Hwang, W. S. (2014). Godeunghaksaeng-ui Chang-uijeok Gajeonghwangyeong-gwa Bumo-Janyo Gan Uisasotong-i Chang-uijeok Seonghyang-e Michineun Yeonghyang: Seongchimokpyodonggi, Jagigyoljeongseongdonggi, Jagihyeog-eunggam-ui Maegaehyogwa-reul Jungsim-euro [The effects of creative home environment and parent-adolescent communication on creative personality-centering on the mediating effects of achievement goal motivation, self-determination motivation, and self-efficacy] [PhD/Doctoral Thesis, Seoul Cyber University]. Seoul, South Korea [unpublished source].
Jung, M.-K. (2008). Jagijojulhakseup tamgu: Jagijojulhakseup-ui gaenyeonhwareul tonghayeo [Self-regulated learning: The relationship between academic achievement and academic achievement]. Korean Academic Information.
Kang, S. H. (2009). Gonggwadaehakseng-ui chang-uijeok seongchi-e Yeong-hyang-eul ju-neun yoin tamsaek: Gyeongjindae hoe susangtim-eul jungsim-euro [Factors related to creative achievement in engineering students]. Journal of Engineering Education Research, 12(3), 59–72. https://doi.org/10.18108/jeer.2009.12.4.3
Kim, A.-K. (2017). Jeonmundae haksaengdeul-ui chang-uiseong-gwa jagiju-do hakseub neungryeok-ui gwangyeeseo hak-eobjeok jagihyoeunggam-ui maegahyogwa [The mediating effects of academic self-efficacy on the relationship between creativity and self-directed learning ability in college students]. Youth Facilities and Environment, 15(2), 149–160.
Kim, E. (2021). Pyeongsaenggyoyukgigwan seonginhakseupja-ui jagijudo hakseubneungryeogi injidwen hak-eobseongchwido-e michineun yeonghyang: chang-uiseong-e daehan maegahyogwa [The influence of the self-directed learning ability of adult learners in life-long learning centers upon perceived learning achievement: The mediating effect upon creativity]. Journal of Learner-Centered Curriculum and Instruction, 21(9), 149–167. https://doi.org/10.22251/jlcci.2021.21.9.149
Kim, H., & Kim, J. Ch. (2012). Banggwahu hakgyo chamyeoga adong-ui hak-eob seongchi-e michineun yeonghyang: jagijudojeok hakseubneungryeokgwa chang-uiseong-ui maegahyogwa [A study on the effects of after-school program participation on children’s academic achievement: Focused on the mediating effects on self-directed learning skills and creativity]. Soonchunhyang Journal of Humanities, 31(2), 172–199.
Kim, Y. E., & Yang, M. S. (2008). Adonggi gajeonghwangyeonggwa donggi yuhyeongi seongingi jeongseojineunggwa changuijeok sagoneungryeoge michineun yeonghyang: Adonggi hoesangeul jungshimeuro [The effect of home environment and childhood motivational style on emotional intelligence and creative thinking in adulthood: Based on the recalled childhood]. Korean Journal of Child Studies, 29(1), 373–386.
Kline, Th. J. B. (2005). Psychological testing: A practical approach to design and evaluation. SAGE Publications, Inc. https://doi.org/10.4135/9781483385693
Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Association Press/Follett Publishing Company.
Ko, S.-S., & Seo, N.-S. (2018). Jorisayi jagijudohakseubi hyeoksinhaengdonge michineun yeonghyange isseo ga-in chang-uiseongui jojeolhyogwa [The moderating effects of individual creativity in the effect of cooks’ self-directed learning ability on innovative behavior]. Tourism Research, 43(2), 1–22.
Lee, A. R., Kim, S. Y., & Jung, J. H. (2019). Adongi jigakhan chang-uijeok gajeonghwangyeongi chang-uijeok inseonge michineun yeonghyang: ttoraeapryeogui jojeolhyogwareul jungsimuro [The effect of creative home environment on the creative personality: Moderating effect of peer pressure]. Korean Journal of Thinking Development, 15(1), 61–82. https://doi.org/10.51636/JOTD.2019.04.15.1.61
Lee, K. H. (2020a). Chang-uiyung-hab-yeokryang-gwa gyosuja jeonmunseong [Creative conflience competency and proficiency: Creative confluence education]. Junhminsa.
Lee, K. H. (2020b). Daehaksaeng-ui chang-uijeok teukseong, chang-uijeok seongchi mit chang-uiyung-hab-yeokryang gan-ui gwangyeeseo chang-uijeok gajeonghwangyeong-ui maegae hyogwa [The mediating effect of creative home environment on the relationship between creative traits, creative achievement, and creative convergence competency of university students] [PhD/Doctoral Thesis, Soongsil University]. Seoul, South Korea [unpublished source].
Lee, K. H. (2013). (Miraechangjoreul wihan) Chang-uiseong: Byeonhwawa hyeoksin-ui kiweodeu, chang-uiseong-eul kkaewora [Creativity (for future creation): Wake up the keywords, creativity, and innovations]. Kaos Book.
Lee, K. H. (2014). Tonghap Changui Sung Geomsa (K-ICT) [Integrative creative test (K-ICT)]. Insight.
Lee, K. H., & Lee, K.-H. (2020). Changuijeok Seongchwi Uido Geomsa Gaebal Mich Taedanghwa [Development and validation of creative achievement intention test]. Global Creative Leader: Education and Learning, 10(2), 47–66.
Lee, K. H., & Lee, K.-H. (2019). Changuijeok Gajeonghwangyeong Chekmung Dogu Gaebal Mich Taedanghwa [Development and validation of creative home environment measuring tool]. Journal of Creativity Education, 19(2), 129–152. https://doi.org/10.36358/JCE.2019.19.2.129
Lee, K.-H., Park, H.-S., & Kim, S. Y. (2017, 20–23 July). Self-directed validation study [Conference presentation]. 22nd World Council for Gifted and Talented Children Biennial World Conference, Sydney, Australia [unpublished source].
Long, H. B. (1992). Philosophical, psychological and practical justifications for studying self-direction in learning. In H. B. Long (Ed.), Self-directed learning: Application and research (pp. 9–24). University of Oklahoma.
Lubart, T. (2010). Cross-cultural perspectives on creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 265–278). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.017
Ministry of Education. (2015). The National curriculum for the primary and secondary schools. http://www.koreaneducentreinuk.org/wp-content/uploads/2021/02/The-National-Curriculum-for-the-Primary-and-Secondary-Schools-2015.pdf
Pugsley, L., & Acar, S. (2020). Supporting creativity or conformity? Influence of home environment and parental factors on the value of children’s creativity characteristics. Journal of Creative Behavior, 54(3), 598–609. https://doi.org/10.1002/jocb.393
Sohn, S. (2018). Dogil-ui Sacha San-eophyeokmyeong-gwa Gieob-ui Jeonsajeok Tonghabdaeeung [The 4th Industrial Revolution in Germany and the enterprise-wide response]. Koreanstudies Information Service Systems, 36(3), 1–22. https://doi.org/10.18237/KDGW.2018.36.3.001
Song, J.-M. (2012). Chang-uiseong-gwa Chaeg-imjihyangseong-i Seong-in-ui Jagi-judo-hakseub-e Michineun Yeonghyang [A study of the effects of creativity and personal responsibility orientation on self-directed learning of adults] [PhD/Doctoral Thesis, Chungnam National University]. Daejeon, South Korea [unpublished source].
Torrance, E. P., & Mourad, S. (1978). Some creativity and style of learning and thinking Correlates of Guglielmino’s self-directed learning readiness scale. Psychological Reports, 43(3), 1167–1171. https://doi.org/10.2466/pr0.1978.43.3f.1167
Tough, A. (1978). Major learning efforts: Recent research and future directions. Adult Education Quarterly, 28(4), 250–263. https://doi.org/10.1177/074171367802800403
Yoo, J. (2020). Onlain Hakseub-eseo Jagi-judo-hakseub-neungryeok, Sanghojak-yong Mit Suseup-mankokdo-ui Gujojeok Gwangye [Structural relationship among self-directed learning ability, learner–instructor interaction, learner–learner interaction, and class satisfaction in online learning environments]. Journal of Christian Education in Korea, 63, 255–281.