예비유아교사의 진정성이 소명의식, 숙달목표성향 및 학업크래프팅을 매개로 학문적 창의성에 미치는 영향

Abstract

This study examined the effects of cognitive psychological factors that affect preliminary early childhood teachers’ scholarly creativity and the mediating effects of calling, mastery goal orientation, and study crafting in the relationships between authenticity and scholarly creativity. The participants were 220 preliminary early childhood teachers at G university in G area of South Korea. We measured the authenticity, calling, mastery goal orientation, study crafting, and scholarly creativity of preliminary teachers. The collected data were analyzed using the structural equation modeling. The results showed that authenticity of preliminary early childhood teachers significantly influenced calling and mastery goal orientation, and their calling significantly influenced mastery goal orientation and study crafting. The effect of mastery goal orientation on study crafting and the effect of study crafting on scholarly creativity were significant. In addition, the effect of preliminary teachers’ authenticity on scholarly creativity successively mediated by calling and study crafting were significant. The effect of their authenticity on scholarly creativity successively mediated by mastery goal orientation and study crafting were also significant. Finally, preliminary teachers’ authenticity significantly influenced scholarly creativity successively mediated by calling, mastery goal orientation, and study crafting. Academic and practical implications and directions for future study were suggested.