Testing the autoregressive cross-lagged effects between Competitive Learning Preference and Creativity: Multigroup analysis across gender

Objectives A multi-group analysis across gender was conducted to confirm the longitudinal causal relationship between competitive learning preference and creativity. Methods Using the 2nd, 3rd, and 5th data of KELS 2013, a multi-group analysis through ARCL between genders was conducted on 5,946 adolescents. Results First, it was found that parent-child relationship and academic support in the 6th grade of elementary school had a significant effect on both competitive learning preference and creativity. Second, the self-regression effect of competitive learning preference and creativity and the difference in path of creativity between groups was significant. Third, competitive learning preference had a significant effect on creativity at the same time point. In addition, the higher the creativity of the previous point, the higher the preference for competitive learning at the later point, and the difference in path between groups was significant. Conclusions It was found that the higher the preference for competitive learning, the higher the creativity. This result is judged to promote creativity, a core future competency, by flexibly and appropriately using the learning style that adolescents prefer in the educational field according to a given task.