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University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2002 The Relationship Between Creativity and Self-Directed Learning Among Adult Community College Students Barry F. Cox University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Education Commons Recommended Citation Cox, Barry F., "The Relationship Between Creativity and Self-Directed Learning Among Adult Community College Students. " PhD diss., University of Tennessee, 2002. https://trace.tennessee.edu/utk_graddiss/2531 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Barry F. Cox entitled "The Relationship Between Creativity and Self-Directed Learning Among Adult Community College Students." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Ralph G. Brockett, Major Professor We have read this dissertation and recommend its acceptance: Jeffey Aper, Michael Johnson, Tricia McClam Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by Barry F. Cox entitled "The Relationship Between Creativity and Self-Directed LearningAmong Adult Community College Students." I have examined the final paper copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Education. /) 1 ·";' (:/��';1/ / [;� '"/ Ralp� G. Brockett, Major Professor We have read this dissertation and recommend its acceptance: I Michael Johnson �� lhcCitvrrJ Tricia McClam Acceptance for the Council: Vice Provost and Graduate Studies THE RELATIONSHIP BETWEEN CREATIVITY AND SELF-DIRECTED LEARNING AMONG ADULT COMMUNITY COLLEGE STUDENTS A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Barry F. Cox August 2002 Copyright © 2002 by Barry F. Cox All rights reserved 11 DEDICATION I would like to dedicate this dissertation posthumously to three close relatives. First, my mother, Lucy Goddard Cox, who still inspires me to keep going. Second, I want to thank my uncle, Howard Goddard, for being a good guy. Lastly, I thank my brother, Danny Cox, who endured a great deal and helped me persevere. 111 ACKNOWLEDGMENTS I would like to thank each of my committee members. Ralph Brockett offered encouragement for me to press forward when things looked their darkest. Jeff Aper offered help with the statistics. Trish McClam influenced me to hang on and finish. Michael Johnson offered to help when others did not. I would also like to thank Cary Springer. She helped me to unravel the mysteries of SPSS and statistics. I also need to thank the staff, faculty, and students at Walters State Community College who helped with this research, especially Dr. Gary Skolits. I wish to thank my wife, Carolyn, for being patient and considerate in allowing me to complete this process. I want to thank my children, Kevin and Julie, for tolerating those times when I was not there for them. I appreciate Margot and Oreo for tolerating our long walks. Without the support of my family, it would have been impossible to have completed this task. IV ABSTRACT The purpose of this study was to investigate the relationship between creativity and self-directed learningreadi ness in a sample of adult community college students in Tennessee. A cluster sample of 114 students enrolled in Walters State Community College evening school were participants. Participants were administered the Self­ Directed LearningReadiness Scale (SDLRS), the Khatena Torrance Creative Perception Inventory (KTCPI), and a demographic questionnaire. Demographic information substantiated a preponderance of female students with an average age of 25.5. Students were typically Caucasian and generally held a high school diploma. A significant moderate positive correlation was found between creativity and self-directed learningread iness. There were also significant positive con·elations between self-directed learning readiness and the components of the KTCPI (SAM and WKOPAY?). The SAM and WKOPAY? had a moderate positive correlation. There were significant positive correlations, ranging from moderate to weak, between self­ directed learningreadi ness and seven of the 11 factors of the KTCPI. Multiple regression produced a significant variable in Intellectuality, which explained about 24% of the variability in the SDLRS total score. Creativity differed by gender with males having higher mean levels of creativity. There were no differences for gender or birth order in self-directed learning readiness. Ethnic background and educational level had insufficient numbers for analysis. There was not a significant correlation between age and creativity or between age and the factors of the KTCPI. There was a weak but significant relationship between age and self-directed learningreadi ness. The results suggest that there is a relationship between creativity and self- v directed learningreadi ness, which reinforces earlier accounts. It is possible that these related attributes, especially if used together, could help the achievement of adult community college students. Recommendations include the assessment of creativity and self-directed learning and the expansion of these skills at the community college level. Research recommendations include the development of new measures of creativity and self­ directed learning,expl oration of previous models, and the use of qualitative research. Additional research should continue to investigate demographic variables, experimental studies should be broadened, and related concepts within psychology need to be examined for potential contributions. VI TABLE OF CONTENTS CHAPTER PAGE I. INTRODUCTION ................................. .............................................. 1 Statement of the Problem ................... ......... ........................................... 5 Purpose of the Study ................ ............. ... ............................................ ..6 Research Questions ................... ............... .......... ....... ............................. 7 Conceptual Framework ........................................... ............................... 8 Significance of the Study ......... .... ........ ...... .......................................... 13 Assumptions... .... ................................................ ............................. ..... 16 Limitations ................................... ........................ .......... ...... .......... ...... 16 Definitions ......................... ........................ ........................ .................. 17 Summary ... ................ ......................................... ................... ............... 18 II. REVIEW OF THE LITERATURE .... ....... .............. ........................ 19 Creativity ............ .................... .... .............................................. .......... 19 Defining Creativity ................ ...... ........ ..... ...............................20 Seven Approaches to Creativity .............................................. 23 Review of Psychometric Methods ..... .... ..... ... ................ .................. ..31 Background of the Khatena Torrance Creative Perception Inventory (KTCPI) ............................. .................... 33 Previous KTCPI Research ..................... .... .............. ........... 37 Limitations of the KTCPI . ..... ........ ................................. ......... 38 The Case for Psychometric Methods .................................................. .40 Summary of Creativity Research .. ......................... ............................. .42 Self-Directed Learning...... ............... ......... ....... ...................................4 3 Definitions and Descriptions of Self-Directed Learning ........ .44 Three Streams of Inquiry .. ..... ......... .......... ... ................ ........ ...50 Demographic Variables of Creativity and Self-Directed Learning ..................... ........... .............................. ....66 Demographic Variables Affecting Creativity .. ... .....................67 Demographic Variables of Self-Directed Learning................. 70 Self-Directed LearningResea rch and Connections to Creativity ........72 Conclusion ................... ....... .......................................................... .......78 III. METHOD ...........................................................................................80 Population and Sample .... ...... .. ....... ......... .............. ........... .......... ... ....80 Research Design ................ ........... ................................ ....................... 82 Instrumentation ....................................................................................83 Vll Self-Directed

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