Park Hye-Sook, Kang Seokmin, Kim Sungyeun
Graduate School of Education, Honam University, Kwangju, Republic of Korea.
The Institute for Educational Research, Yonsei University, Seoul, Republic of Korea.
Front Psychol. 2023 Mar 20;14:1068554. doi: 10.3389/fpsyg.2023.1068554. eCollection 2023.
This longitudinal study investigated how characteristics of individual and social relationships affect Korean students' creativity development. Fifth graders (male: 3,623, female: 3,701) from 242 schools in Korea were followed annually from their 5th to 9th grades (indicating from the 5th elementary school grade to the 3rd middle school grade in the Korean school system). Exploratory factor analysis, internal consistency reliability (coefficient alpha), confirmatory factor analysis, and two-level growth model methods were performed. We investigated all nine constructs and their related items by checking metric and scalar invariance assumptions. When the measurement invariance assumptions were satisfied, we used the mean of items that constitute respective factors. We checked growth trajectories of creativity and tapped the possibility of the existence of subgroups based on the growth/change pattern using latent class growth modeling. The results showed that no subgroups existed. Thus, we constructed a two-level growth model to investigate the overall growth pattern of the students. Regarding level 1, we included time-varying variables such as peer attachment, self-regulation habits (self-management), parents' academy-oriented involvement, parent affective support, individualized, interactive teaching methods, teachers' academic pressure, and academic achievement. At level 2, we used gender and parenting style that was obtained at time point 1. The final combined model incorporating level 1 and 2 variables showed that students' self-regulation had the most association with the student's creativity followed by peer attachment, parents' academic support, interaction with parents, interaction with teachers, academic pressure from teachers, and relationships with teachers. Methods for enhancing students' creativity were discussed.
这项纵向研究调查了个体特征和社会关系如何影响韩国学生的创造力发展。对来自韩国242所学校的五年级学生（男生3623名，女生3701名）从五年级到九年级进行年度跟踪（在韩国学校体系中相当于小学五年级到初中三年级）。采用了探索性因素分析、内部一致性信度（系数α）、验证性因素分析和二级增长模型方法。我们通过检验度量不变性和标量不变性假设，对所有九个构念及其相关项目进行了研究。当测量不变性假设得到满足时，我们使用构成各个因素的项目均值。我们检查了创造力的增长轨迹，并使用潜在类别增长模型，根据增长/变化模式挖掘存在亚组的可能性。结果表明不存在亚组。因此，我们构建了一个二级增长模型来研究学生的总体增长模式。在一级层面，我们纳入了随时间变化的变量，如同伴依恋、自我调节习惯（自我管理）、家长的学业导向参与、家长情感支持、个性化互动教学方法、教师的学业压力和学业成绩。在二级层面，我们使用了在时间点1获得的性别和教养方式。纳入一级和二级变量的最终综合模型表明，学生的自我调节与学生的创造力关联最大，其次是同伴依恋、家长的学业支持、与家长的互动、与教师的互动、教师的学业压力以及与教师的关系。文中还讨论了提高学生创造力的方法。
