UNESCO-NIE Centre for Arts Research in Education (CARE)

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Name of Author: 
Ho, MaryAnne Choon Khim
Institute: 
Thesis (M.A.) (Applied Psychology) National Institute of Education, Nanyang Technological University
Supervisor: 
Ng, Aik Kwang
Year of completion: 
2000
Country: 
Singapore
Country of Research Data: 
Singapore
Language: 
English
Abstract: 

Creativity in education is an area of concern for the Singapore Education System. This study examines the importance of goal orientations, learning approaches and their influence on creativity. The study predicts that task orientation in learning leads to a deep learning approach which leads to creativity. It is also predicted that self-enhancing ego orientation leads to an achieving learning approach which positively affects creativity. 199 Secondary 3 Singapore students completed a self-report questionnaire. Structural Equation Modeling was used to examine the relationships between the 3 constructs. The study findings show that task orientation leads to deep learning which leads to creativity (Theoretical Model 1). The study also shows that self-enhancing ego orientation leads to achieving learning which leads to creativity (Theoretical Model 2). Good fit was evidenced between the empirical data and the 2 theoretical models. Findings of the study highlights the importance of intrinsic motivation, independent learning and a focus on strategies over outcomes. It is recommended that educators emphasise the above via discovery learning and project/teamwork. The study also highlights the importance of achieving learning approach in creativity, particularly for self-enhancing ego oriented individuals. Despite the results supporting the hypotheses proposed, a number of refinements are recommended, in particular, that direct assessments of creativity be established instead of relying on the creative personality as an indication of creativity.

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