Effects of self-directed learning behaviors on creative performance in design education context

Abstract

Both creativity and self-directed learning (SDL) are key competences for us to survive better in the 21st century. Students’ creativity could be developed when they engage in design activities in an SDL way. Therefore, it is important to uncover the effect of SDL on creativity for better implementing SDL approach to enhance creativity. Although existing studies have shown a link between SDL and creativity, how SDL affects creativity is not well understood. This study aims to identify the relationship between actual SDL behaviors and creative performance, and further quantify the predictive effect of students’ SDL behaviors on their creative performance in design education context. The non-experimental correlational research was adopted, and a total of 193 middle school students in a self-directed 3D design class participated in the study. The results showed that there were significant differences of SDL behaviors between high-level creative performance students and low-level creative performance students. SDL behaviors significantly correlated with creative performance. Moreover, students’ SDL behaviors had significant predictive effect on their creative performance. This study enriches the current understanding of how SDL affects creativity from a behavioral perspective. The findings provide evidence for teachers to implement appropriate and effective strategies in design education by letting students engage in SDL behaviors to improve their creative performance.