Analysis of Gender Differences in the Longitudinal Causal Relationship between Cooperative Learning Preference and Creativity

Abstract

A multi-group analysis across gender was conducted to confirm the longitudinal causal relationship between cooperative learning preference and creativity. In this study, the 2nd, 3rd, and 5th data of KELS 2013 provided by the Korea Educational Development Institute were used. The sample was 5,946 students. The analysis results are as follows. First, it was found that parent-child interaction and academic support in the 6th grade of elementary school had a significant effect on both cooperative learning preference and creativity. Second, the self-regression effect of cooperative learning preference and creativity and the difference in path between groups were significant. Third, cooperative learning preference had a significant effect on creativity at the same time point, and the difference in path between groups was also significant. The longitudinal analysis results of cooperative learning preference and creativity in this study can be used as information to help enhance youth creativity using learning style preferences.