Correlates of creativity and elementary school students’ perceptions of individual and sociocultural factors

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-07-01 DOI:10.1007/s10212-024-00876-9

Seokmin Kang, Hye-Sook Park

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Abstract

The study investigated the relationships between individual and sociocultural factors and students’ creativity based on a sociocultural perspective. The participants are 7,324 fifth graders from 242 schools obtained from the Korean Educational Longitudinal Study 2013. Through multilevel modeling, student gender, self-regulation behaviors, academic achievement, extrinsic motivation, and perceived parenting style at level 1, and school characteristics such as teacher’s teaching methods, students’ relationship with their teacher, and their teacher’s academic pressure at level 2 were incorporated. The final model incorporating both level 1 and level 2 variables showed that the most significant variable related to students’ creativity was self-regulation, followed by peer attachment, academic achievement, gender, relationship with their parents, academically supportive parenting style, and relationship with the teacher in the order listed. It is assumed that creativity is supported not only by elementary school children’s cognitive ability but also by sociability in school, especially with peers.

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创造力与小学生对个人和社会文化因素看法的相关性

本研究基于社会文化视角，调查了个人和社会文化因素与学生创造力之间的关系。研究对象是从 2013 年韩国教育纵向研究中获得的 242 所学校的 7324 名五年级学生。通过多层次建模，第一层次的学生性别、自我调节行为、学业成绩、外在动机和感知到的父母教养方式，以及第二层次的教师教学方法、学生与教师的关系和教师的学业压力等学校特征都被纳入其中。包含第一级和第二级变量的最终模型显示，与学生创造力相关的最显著变量是自我调节，其次依次是同伴依恋、学业成绩、性别、与父母的关系、学术上支持学生的父母教养方式以及与教师的关系。由此可以推测，创造力不仅取决于小学生的认知能力，还取决于他们在学校的社交能力，尤其是与同伴的社交能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.