A Discrepancy Study on Students' Creativity Performance and Perception of Environment Support for Creativity between Education and Arts Fields

• Main Authors: Chia-Wen Chen, 陳嘉汶
• Other Authors: Sy-Chyi Wang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/33019095005753732611

碩士 === 國立嘉義大學 === 數位學習設計與管理學系研究所 === 100 === Creativity should be one of the core competences for everyone. However, in general, we often ascribe art-related field as highly creative groups. On the contrary, in education-related field, creativity is often viewed as a secondary ability and the development of creativity is often neglected by the field. Our concern is whether the society has put enough efforts for changing the stereotype impressions of creativity development in education field? This study aimed to explore the differences on students’ creativity performance and perceptions of environment support for creativity between education and art fields. The main research instruments were adapted from the "Test of Torrance Creative Thinking" and the "Innovation Environment Scale". One hundred and twenty-three college students, 63 from education field and 60 from art field, were participated in the study. The results showed that: 1. For creativity performance, there was a significant difference among students in art and education fields on their originality scores, however, no significant differences were found on fluency, flexibility, and overall creativity scores. 2. For the perception of environment support for creativity, there was a significant differences among students in art and education fields on "organization encouragement and resources", "peer support", "job autonomy" and" job challenge", no significant differences were found on "supervisory encouragement". 3. In Pearson product-moment correlation analysis of creativity performance and perception of environment support for creativity, a significant negative relationship was found among art students, between fluency and "supervisory encouragement", flexibility and "organization encouragement and resources support", flexibility and "supervisory encouragement", and overall creativity and "supervisory encouragement", respectively. Based on the findings, more efforts on fostering creativity in education field and the relevant suggestions are proposed and discussed at the end.