| The Influence of Motivation and a Feedback style on Creative Performance - creative self-efficacy as Moderator |
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Miseon Jeong |
| 동기 및 피드백 유형이 창의적 수행에 미치는 영향 |
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정미선 |
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| Abstract |
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The study explored the effects of motivation and feedback styles on creative performance. Previous research regarding the case of evaluation indicates those who have different creative self-efficacy levels are more likely to have different creativity performance. Thus, the moderating effects of creative self-efficacy were hypothesized. The study was conducted on 45 students who took liberal arts classes and tested their motivation, creative problem solving skills, and creative self-efficacy after the experiment. Participant’s creative performance defined the creative problem solving skills and midterm score of liberal arts classes to develop creative capacity. Experiments were designed. Independent variables (motivation, creative self-efficacy, feedback style) were manipulated with a 2 (creative self-efficacy) X 3(feedback style) between subject design. Multivariate analysis was performed and confirmed as 2 (motivation) X 2 (creative self-efficacy) and 2 (creative self-efficacy) X 3 (feedback style). Results revealed that first, significant differed only at the stage of the ’problem finding’ according to the level of internal motivation, and there was interaction between creative self-efficacy and internal motivation. External motivation and creative self-efficacy were interacting with each other, it was significant only on the ‘problem solving’. Creative self-efficacy is only a modulator in some processes of motivation and creative problem solving. Second, creative self-efficacy and feedback had no interaction effect on the grades of creativity class and creative problem solving skills. Creative self-efficiency did not act as a modifier to feedback and creative problem solving. Creative self-efficiency has shown some modulating effect on motivation and creative performance, and there has been no modulating effect on feedback and creative performance. In addition, the most effective feedback for creative performance was the standards-oriented evaluation. And there was a difference in the academic performance of the class of creative capacity, according to the level of creative self-efficacy. |
| Key Words:
Creative self-efficiency, Feedback, Creative Problem Solving, Creativity, Motivation |
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