• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.129-145
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• 2012

This study investigated factors of creativity and interaction between factors that are revealed when gifted students designed scientific experiments. For this, we firstly developed items which required the written process of designing experiments to explore creativity factors. Then, we used these items as a part for letters of self-introduction to students who applied for 2011 correspondence education of general physics for the Korea Physics Olympiad. 513th letters of self-introduction which were analyzed to investigate factors of creativity in view of creativity definition after researchers' consultation, which specifically means a combination of divergent and convergent thinking. The results were as follows; (1) in the step of hypothesis building, we could not only find Originality and the Flexibility & Fluency, which were factors of divergent thinking, but also Coherency and Elaborateness, which were factors of convergent thinking. (2) in the step of the hypothesis testing, we could explore Originality, Flexibility & Fluency in divergent thinking and Coherency, Reliability, Clarity, Elaborateness in convergent thinking. (3) we also figured out three creativity types of gifted students from the viewpoint that creativity is a consequence of interaction between divergent thinking and convergent thinking; a) Type A showed divergent and convergent factors of creativity in the step of hypothesis building. However, type A did not include divergent factors of creativity on the process of the hypothesis testing. b) Type B had divergent and convergent factors of creativity on the process of the hypothesis testing, but it had not convergent factors of creativity on the step of hypothesis building. c) Finally, in Type C, only divergent factors of creativity appeared on the process of the hypothesis testing, but convergent factors of creativity could be found on the step of hypothesis building and hypothesis testing.

• Korean Journal of Child Studies
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• v.1
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• pp.28-39
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• 1980

I. OBJECTIVES The aim of this study lies in examining following items: 1. Difference in creativity between boys and girls 2. Inter correlation of the sub-variables of creativity 3. Correlation between parent-child relationship and creativity 4. The relationship between creativity and number of siblings 5. Creativity and birth-order II. METHODS & PROCED URES 1. Instruments: Standardized Creativity Test and Parent-Child Relationship Test for children 2. Objects: 118 boys and 97 girls enrolled in primary schools in Seoul who were selected by random sampling 3. Procedure: (1) The data of the boy group and the girl group were analized by means of M,t, SD. (2)The relationships between creativity and the number of siblings as well as the relationship between creativity and birth order were analyzed by M. (3) Inter-correlations among the sub-factors of creativity were obtained in boys and girls. (4) Complex-correlations between creativity and parent child relationship were produced. III. RESULTS 1. There were no significant differences between boy and girl in creativity. 2. Inter correlation among the sub-factors of creativity Boy: The highest scores were obtained in fluidity, and adaptability, the lowest in originality and openness. Girl: The highest score were obtained in world scribbling and fluidity, the comparatively low were in originality and a match-problem. 3. Inter-correlation between creativity and parent-child relationship a. Father-son: The positive refusal type has the most significant relation and conflict type, discrepancy type, negative type in turn have significant inter-coorelations. b. Mother-son: Discrepancy type, conflict type, positive refusal type have high correlations, while negative refusal type, anticipation type, and anxiety show significance in 5% level. c. Father-daughter: Positive refusal type shows correlation of 5% level significance, while indulgence type shows negative correlation in 1% level significance. d. Mother-daughter: Discrepancy type shows 5% level significance, while indulgence type shows negative correlation in 1% level. 4. Concerning the number of siblings, it was found that, boys and girls alike, those grown among 3 or 5 showed most creativity. 5. Concerning the birth order, it was found that, boys and girls alike, the first child showed the most creativity, and the youngest showed the next to the most, while the middle showed the least creativity.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.319-338
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• 2008

This study aimed to develop the components of Korean creativity and to examine differences between responses of Korean and US students. Seven experts were interviewed to establish components of Korean creativity. College students in Korea (1,210) and college students in the US (514) responded to the questionnaire. Analysis was by principal component analysis, independent sample t-test, and qualitative analysis. Results were: (1) five factors of Korean creativity consisted of elaboration, redirection, novelty, understanding-the-new-by-exploring-the-old (UE), and freethinking. (2) Korean students scored higher on elaboration and UE, and American students were better at redirection, novelty, and freethinking. (3) Each of the seven interviewees identified five factors of Korean creativity, but the factors varied according to their fields of expertise.

• Fire Science and Engineering
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• v.26 no.2
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• pp.32-39
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• 2012

This research focuses on finding the way of improving creativity in fire stations by scrutinizing the factors influencing and enhancing creativity in organizations. As environmental changes including the needs of citizens as well as the climate change are moving culminated today, fire stations should be changed appropriately to get the legitimacy of existence not to mention their own mission accomplishments. In this respect, the creativity can be expected as the main factor for fire stations' going concern. This research provided 5 hypotheses to find whether the chosen factors such as vision, learning/unlearning and positive feedback affect the creativity in fire stations. To prove hypotheses are valid, we employed survey as a method in which 155 firemen in Seoul responded, ending up with getting the result that the vision formulation and sharing, unlearning activities and positive feedback improve organizational creativity. In conclusion, this paper suggests that fire stations establish useful policies for the creativity based on these research findings.

• Research in Mathematical Education
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• v.5 no.1
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• pp.45-58
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• 2001

This study sheds light on the importance of developing creativity in mathematics class by examining the theoretical base of creativity and its relationship to mathematics. The study also reviewed the realities of developing creativity in mathematics courses, and it observed and analyzed the processes in which students and teachers solve the mathematics problems. By doing so, the study examined creative abilities of both students and teachers and suggests what teachers can do to tap the potential of the student. The subjects of the study are two groups of students and one group of mathematics teachers. These groups were required to solve a particular problems. The grading was made based on the mathematical creativity factors. There were marked differences in the ways of the solutions between of the student groups and the teacher group. It was clear that the teachers\\` thinking was limited to routine approaches in solving the given problems. In particular, there was a serious gap in the area of originality. As can be seen from the problem analysis by groups, there was a meaningful difference between the creativity factors of students and those of teachers. This study presented research findings obtained from students who were guided to freely express their creativity under encouragement and concern of their teachers. Thus, teachers should make an effort to break from their routine thinking processes and fixed ideas. In addition, teaching methods and contents should emphasize on development of creativity. Such efforts will surely lead to an outcome that is beneficial to students.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.307-337
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• 2007

The purpose of this study is to verify the validity of a creativity measurement tool and to discover the creativity characteristics of creative gifted students by assessing the difference in the creativity characteristics of creative gifted students, who were selected from gifted students in elementary and middle schools through the Torrance Test of Creative Thinking(TTCT), according to school level and the type of the students (gifted student in mathematics, gifted student in science). To this research purpose, creative gifted students were selected by the Torrance Test of Creative Thinking(TTCT) on 594 students, who had applied for super gifted education, from 17 gifted students institutes under the jurisdiction of Jeollabukdo office of education, Then, t-tests and multiple regression analysis were performed to analyze the creativity factors between elementary students and middle school students and between mathematics-gifted students and science-gifted students. From the research, the following results were obtained. Although TTCT is effective in distinguishing gifted students with and without creativity, correlation coefficient values between creativity factors(the correlation coefficients between 'fluency' and 'originality' and between 'fluency' and 'elaboration' were .78 and .50 respectively) suggested the possibility of low uniqueness of creativity factors. In addition, compared with elementary students, middle school students showed significantly lower fluency (circles), elaboration(picture construction, picture completion), and the abstractness of titles(picture structure). In the meantime, science-gifted students displayed significantly higher originality(picture construction), and elaboration(picture construction, picture completion, circles) than mathematics-gifted students. Therefore, continuous study is required to enhance the validity of the test for the selection of creativity gifted students. Besides, efforts should be made to find ways to enhance the creativity of gifted students and to resolve the problem of decreasing creativity with student academic level increasing.

• Korean Journal of Child Studies
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• v.27 no.5
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• pp.35-48
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• 2006

The purpose of this study was to examine the effects of advertisement-making activities on young children's language ability and creativity. The subjects of this study were 47 five-years-old children from child care center located in Gwangju City. The collected data were analyzed by idependent t-test using SPSS Program.The results of this study were as follows; First, experimental group which conducted the advertisement-making activities showed significantly higher improvement in sub-factors of language abilities, common sense, comprehension, vocabulary ability, commonness than comparative group. Second, experimental group which conducted the advertisement-making activities showed significantly higher improvement in sub-factors of creativity, fluency, uniqueness, elaboration than comparative group. It means that the advertisement-making activities improve young children's language ability and creativity.

• Korean Journal of Child Studies
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• v.27 no.5
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• pp.183-193
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• 2006

Tests of intrinsic-extrinsic motivation, self-efficacy, and creativity were administered to 75 college students. Results were analyzed by Pearson's correlation, partial correlation and Barron and Kenny's(1986) model. The main results were that (1) creativity was positively correlated with intrinsic motivation and negatively correlated with extrinsic motivation. (2) Self-efficacy played an important mediating role in the relationship between extrinsic motivation and creativity, but not in the relationship between intrinsic motivation and creativity, suggesting that extrinsic motivation negatively affects creativity because it lowers self-efficacy, which is intimately related with creativity. (3) The negative effect of extrinsic motivation on creativity was explained by such sub-factors of self-efficacy as self-confidence and preference for difficult tasks, but not by self-regulatory efficacy.

• Korean Management Science Review
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• v.32 no.2
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• pp.51-68
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• 2015

The objective of this study is to empirically examine the relationship between creativity and performance in 10 government- funded research institutes of industrial science and technology. In order to analyze the relationship, the institutes are categorized into the high performance group and the low performance group based on research paper and patents The study uses discriminant analysis to identify the factors causing the difference between the two groups. The results show that there is no significant difference of individual creativity between the two groups whereas there is significant difference of group creativity and organization creativity. The study suggests that performance of government-funded research institutes depends on group and organizational creativity.

• Management & Information Systems Review
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• v.20
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• pp.115-135
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• 2007

This study explored how intrinsic and extrinsic motivation relates to achieving creativity at project work. We were interested in differences in how motivational factors relate to creativity. Using data from the 98 engineers and researchers employed by a variety of companies, principal components factor analysis with marimax rotation was performed on the data. We examined effects of the moderate variables the intrinsic and extrinsic motivation and creativity relationship. The results indicate of positive mental involvement, the time and the resource constraints relates positively to creativity in organizations and that the relationship is a simple linear one. These outcomes are significantly related to intrinsic motivation and the creativity. In additions, extrinsic motivation is related to less the creativity. Our survey findings are also consistent with other sources of knowledge on the topic. Our results suggest that there are two different role: mental involvement, time and resources constraints, both of which predict creativity, and external control and extrinsic motivations reduce to creativity.