Korean | English

pISSN : 2234-7534

2020 KCI Impact Factor : 0.95
Aims & Scope
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『Global Creative Leader: Education & Learning』 co-published by Soongsil University Gifted Education Research Institute and (non-profit corporation) Global Future Convergence Education Center, publishes novel and high-quality research papers on topics related to creativity, problem solving, fusion, critical thinking, collaboration, and cognitive flexibility in the field of education, reflecting current and academic orientation. Starting with the first issue in August 2011, we introduced excellent research results on education related topics such as general education and curriculum education, human resource development (HRD), lifelong education, and international exchange education, and overall research on creativity, leadership, multiculturalism, and fusion.
Editor-in-Chief
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JuSung Jun

(Soongsil University, Korea)

Citation Index
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  • KCI IF(2yr) : 0.95
  • KCI IF(5yr) : 0.0
  • Centrality Index(3yr) : 1.153
  • Immediacy Index : 0.6735

Current Issue : 2022, Vol.12, No.1

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  • The Reciprocal Longitudinal Relationship between Creativity and Self-Directed Learning Ability in Adolescents

    Kim, Young-Mi | Ju Sung Jun | 2022, 12(1) | pp.1~17 | number of Cited : 0
    Abstract PDF
    본 연구의 목적은 청소년의 창의성과 자기주도학습능력 간의 자기회귀교차지연효과를 종단적으로 검증하는 것이다. 이 연구에서는 서울시교육청이 수집한 ‘서울교육종단연구 2010(SELS 2010)’ 1차 연도(2010년, 초4), 3차 연도(2012년, 초6), 6차 연도(2015년, 중3), 9차 연도(2018년, 고3) 자료를 활용하였다. 분석에 이용한 최종 연구대상은 3,091명이며, 연구자료는 자기회귀교차지연모델을 이용하여 분석하였다. 연구의 결과는 다음과 같다. 첫째, 이전 시점의 창의성은 다음 시점 창의성에 유의한 정적 영향을 미쳤다. 둘째, 이전 시점의 자기주도학습능력은 다음 시점의 자기주도학습능력에 유의한 정적 영향을 미쳤다. 셋째, 창의성은 다음 시점의 자기주도학습능력에 유의한 영향을 미치지 않았다. 마지막으로, 자기주도학습능력은 다음 시점의 창의성에 유의한 영향을 미쳤다. 이와 같은 연구결과는 어린 시절부터 청소년의 자기주도학습능력을 높이는 체계적인 전략과 노력이 필요함을 시사한다.
  • Mediating Effect of Self-Consciousness on the Relationship between Multicultural Acceptance and Creativity on High School Students: Focusing on Gender Comparisons

    Ah-Rong Beik | 2022, 12(1) | pp.19~46 | number of Cited : 0
    Abstract PDF
    This study examined the mediating effect of self-consciousness on the relationship between multicultural acceptance and creativity on high school students; and gender differences. Structural relationships among multicultural acceptance, self-consciousness, and creativity were revealed using 6,145 first-year high school students’ (3,037 male, 3,108 female) responses from the 6th year data on the first-year high school students from Korean Education Longitudinal Study(KELS) 2013. Multi-group analysis analyzed gender differences. Results showed multicultural acceptance directly affects creativity, and the mediating effect of self-consciousness between multicultural acceptance and creativity was significant. Meaning that multicultural acceptance not only has a direct effect on creativity but also an indirect effect on self-consciousness. As a result of multi-group analysis to analyze differences according to gender, it was not possible to analyze gender differences because measurement invariance was not satisfied, and male and female pathways were analyzed. As a result, all pathways were significant for both males and females. Based on the results of this study, discussions, and suggestions were made on the mediating effect of self-consciousness on the relationship between multicultural acceptance and creativity on high school students.
  • A Study on the Relationship Analysis between Perceived Relatedness, Online Self-Regulated Learning, Perceived Learning Gains, and Satisfaction of Non-Face-to-Face Classes in University

    Jeong, Hanho | 2022, 12(1) | pp.47~73 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to explore the relationship between perceived relatedness, online self-regulated learning, perceived learning gains, and satisfaction in non-face-to-face classes. This study established task strategy, self-evaluation, learning environment structuring, and time management as sub-variables of online self-regulated learning. Also, the structural relationship between perceived relatedness, online self-regulated learning, perceived learning gains, and satisfaction was identified. To explore the relationship between the above variables, in this study, a research model was established based on a previous study that structurally explores the relationship between sub-variables of online self-regulated learning and other variables in a non-face-to-face class environment. This study conducted a convenient sampling among college students who participated in non-face-to-face classes due to the Coronavirus pandemic, a total of 216 students were selected for the study. Through this study, first, it was identified that students’ perceived learning gains have the greatest effect on satisfaction. Second, it was identified that perceived relatedness exerts a direct influence on perceived learning gains and sub-variables of online self-regulated learning such as task strategy, self-evaluation, and learning environment structuring. Third, the impact of task strategy, a sub-variable of online self-regulated learning, on satisfaction, directly or indirectly, could be identified. In addition, it was possible to determine the direct influence of self-evaluation, another sub-variable of online self-regulated learning, on satisfaction. Based on this study, implications were presented for stakeholders related to non-face-to-face classes, such as professors, university officials, and system developers.
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