2018, Vol.8, No.4

Education & Learning: Global Creative Leader 2023 KCI Impact Factor : 1.5

pISSN : 2234-7534
https://journal.kci.go.kr/gcl

The purpose of this study was to examine the mediating effect of learning flow between psychological capital and creativity among pre-service elementary teachers. In order to accomplish this purpose, this study gathered the data of 280 undergraduate students from two national education universities in Korea. The major findings of this study appeared as follows: First, psychological capital (r=.64) and learning flow (r=.55) were positively correlated with creativity. Second, psychological capital was responsible for 41% of creativity and the relative influence of these components on creativity was self-efficacy (β=.25), hope (β=.22), optimism (β=.20), and resilience (β=.12). In addition, three components of learning flow explained 42% of creativity. Specifically, the challenge-skill balance (β=.45), loss of self-consciousness (β=.22), and autotelic experience (β=.16) predicted creativity. Finally, learning flow had a partial mediating effect in the relationship between psychological capital and creativity. Psychological capital predicted creativity both directly and indirectly through the mediating role of learning flow. Implications for future research and practice were also discussed.

A rapidly changing global knowledge and information society requires a global leader who is a self-directed learner, creative problem solver and excellent leader in diverse fields in order to cope with the competitive society of the future and creative education environment. Accordingly, a teaching strategy that promotes higher thinking skills such as critical thinking, creativity and leadership is needed. Therefore, a ‘Global Leader Model (GLM)’ as a creative education environment that guides a curriculum and programs for promotion cognition, creativity and leadership of young children was developed and identified the effect of the GLM. The model was based on the ‘Talents Unlimited Model’ (Schlichter, 1986, 1997) that suggested teaching strategies (productive thinking, decision making, planning, forecasting, communication, and academic talent) to develop talent. The GLM concludes three categories of ability: cognition, creativity, and leadership. The cognitive area contains cognitive factors such as a logical, analytical, and critical thinking, comprehension, inference, reasoning, and relationships. The creativity area contains the creative ability (fluency, flexibility, originality, elaboration, imagination), the creative personality (curiosity, sensitivity, task commitment), and a creative problem-solving ability. The leadership area contains self-leadership, servant-leadership and creative-leadership. Based on the "Global Leader Model", diverse programs will be developed to promote academic talents in these three categories of abilities. Therefore the effect of the GLM was identified in this study.

This study examined the effects of rule-making activities based on decision making models on young children’s social competence and self-regulation ability. The subjects were 40 five-year-old children in the G kindergarten located in G city. The subjects were divided into an experimental group of 19 and a control group of 21. The research tools consisted of rule-making activities based on the decision making models for the experimental group children and teacher-led rule-making activities for the control group children. The results of pre and post-tests between the experimental group and the control group were analyzed with a t-test, using the SPSS program. The results are as follows. Rule-making activities based on the decision making models had a positive impact on the children’s social competence and self-regulation ability. Therefore, Rule-making activities based on decision making models are educationally valuable as effective teaching methods in early childhood education.