A Study of Korean Students' Creativity in Science Using Structural Equation Modeling

Persistent Link:
http://hdl.handle.net/10150/193568
Title:
A Study of Korean Students' Creativity in Science Using Structural Equation Modeling
Author:
JO, SON MI
Issue Date:
2009
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Through the review of creativity research I have found that studies lack certain crucial parts: a) a theoretical framework for the study of creativity in science, b) studies considering the unique components related to scientific creativity, and c) studies of the interactions among key components through simultaneous analyses. The primary purpose of this study is to explore the dynamic interactions among four components (scientific proficiency, intrinsic motivation, creative competence, context supporting creativity) related to scientific creativity under the framework of scientific creativity. A total of 295 Korean middle school students participated. Well-known and commonly used measurements were selected and developed. Two scientific achievement scores and one score measured by performance-based assessment were used to measure student scientific knowledge/inquiry skills. Six items selected from the study of Lederman, Abd-El-Khalick, Bell, and Schwartz (2002) were used to assess how well students understand the nature of science. Five items were selected from the subscale of the scientific attitude inventory version II (Moore & Foy, 1997) to assess student attitude toward science. The Test of Creative Thinking-Drawing Production (Urban & Jellen, 1996) was used to measure creative competence. Eight items chosen from the 15 items of the Work Preference Inventory (1994) were applied to measure students' intrinsic motivation. To assess the level of context supporting creativity, eight items were adapted from measurement of the work environment (Amabile, Conti, Coon, Lazenby, and Herron, 1996). To assess scientific creativity, one open-ended science problem was used and three raters rated the level of scientific creativity through the Consensual Assessment Technique (Amabile, 1996). The results show that scientific proficiency and creative competence correlates with scientific creativity. Intrinsic motivation and context components do not predict scientific creativity. The strength of relationships between scientific proficiency and scientific creativity (estimate parameter=0.43) and creative competence and scientific creativity (estimate parameter=0.17) are similar [Δx²(.05)(1)=0.670, P > .05]. In specific analysis of structural model, I found that creative competence and scientific proficiency play a role of partial mediators among three components (general creativity, scientific proficiency, and scientific creativity). The moderate effects of intrinsic motivation and context component were investigated, but the moderation effects were not found.
Type:
text; Electronic Dissertation
Keywords:
Creativity; Science; STRUCTURAL EQUATION MODELING
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Special Education & Rehabilitation; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Maker, C. June
Committee Chair:
Maker, C. June

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleA Study of Korean Students' Creativity in Science Using Structural Equation Modelingen_US
dc.creatorJO, SON MIen_US
dc.contributor.authorJO, SON MIen_US
dc.date.issued2009en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThrough the review of creativity research I have found that studies lack certain crucial parts: a) a theoretical framework for the study of creativity in science, b) studies considering the unique components related to scientific creativity, and c) studies of the interactions among key components through simultaneous analyses. The primary purpose of this study is to explore the dynamic interactions among four components (scientific proficiency, intrinsic motivation, creative competence, context supporting creativity) related to scientific creativity under the framework of scientific creativity. A total of 295 Korean middle school students participated. Well-known and commonly used measurements were selected and developed. Two scientific achievement scores and one score measured by performance-based assessment were used to measure student scientific knowledge/inquiry skills. Six items selected from the study of Lederman, Abd-El-Khalick, Bell, and Schwartz (2002) were used to assess how well students understand the nature of science. Five items were selected from the subscale of the scientific attitude inventory version II (Moore & Foy, 1997) to assess student attitude toward science. The Test of Creative Thinking-Drawing Production (Urban & Jellen, 1996) was used to measure creative competence. Eight items chosen from the 15 items of the Work Preference Inventory (1994) were applied to measure students' intrinsic motivation. To assess the level of context supporting creativity, eight items were adapted from measurement of the work environment (Amabile, Conti, Coon, Lazenby, and Herron, 1996). To assess scientific creativity, one open-ended science problem was used and three raters rated the level of scientific creativity through the Consensual Assessment Technique (Amabile, 1996). The results show that scientific proficiency and creative competence correlates with scientific creativity. Intrinsic motivation and context components do not predict scientific creativity. The strength of relationships between scientific proficiency and scientific creativity (estimate parameter=0.43) and creative competence and scientific creativity (estimate parameter=0.17) are similar [Δx²(.05)(1)=0.670, P > .05]. In specific analysis of structural model, I found that creative competence and scientific proficiency play a role of partial mediators among three components (general creativity, scientific proficiency, and scientific creativity). The moderate effects of intrinsic motivation and context component were investigated, but the moderation effects were not found.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectCreativityen_US
dc.subjectScienceen_US
dc.subjectSTRUCTURAL EQUATION MODELINGen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Education & Rehabilitationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMaker, C. Juneen_US
dc.contributor.chairMaker, C. Juneen_US
dc.contributor.committeememberErin, Janeen_US
dc.contributor.committeememberHarris, Christopheren_US
dc.contributor.committeememberJohnson, Bruceen_US
dc.identifier.proquest10369en_US
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