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The purpose of this study is to investigate the relationship among self-efficacy, self-determinative motivation and creative thinking ability. And to confirm the relative predictive power of motivation variables in predicting middle school students' creative thinking ability. The instruments used in this study were 'TTCT', 'Self-efficacy' and 'Self -Regulation Scale '. Self-reported response data on these instruments from 212 middle school students in Seoul were analyzed. The data were analyzed with descriptive statistics, Pearson correlations, multiple stepwise regression analysis by using SPSS 18.0. The major results of this study were as follows; First, the correlations among self-efficacy, self-determinative motivation and creative thinking ability were significant. Second, Task difficulty preferred, self-control efficacy and internal motivation were the best predictor of creative thinking ability in middle school students. This study suggested that Task difficulty preferred, self-control efficacy and internal motivation is essential to improve creative thinking ability in middle school students.

The purpose of this study is to verify the creativity of an individual and a group level for children's language expression. The subjects of the study were 4 -6 years old, 79 young children in early childhood education center by random sampling within seoul and metropolitan area in Korea. They wrote an story-writing as an individual and as a group within 3-5 peers to the picture. To assess their language creativity story-writing task was carried out and their products were judged by three experts with three assessment criteria of language creativity and a overall subjective creativity which was based on experts' implicit knowledge of creativity. Creativity scores were graded using Consensual Assessment Technique(CAT). The major findings of the study were the following: the present study proposed that the score of group creativity were significantly higher than the score of individual creativity in Originality, Fluency, and Imagination. Children in classroom have to meet a chance share their opinion together for creative development.

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The purpose of this study was to find out early childhood teachers' personality and analysis on the status and awareness of character education for early childhood education by grouping according to level of personality. The results show that there was significantly difference career and age. While early childhood teachers sympathize importance and need of personality education, absence of methods for practice is obstacle. A high level personality group notices that respect for early children' life, humanity and virtue of relationship is importance virtue. Therefore they consider respecting people as aim of personality education and recognize that they need to teach right values through whole area as education contents. A low level personality group notices that performance of their duty and manners of early children is needed virtue. They consider manners education as aim and content of personality education also recognize guiding with connecting home teaching is desirable. Early childhood teachers recognize that ambiguity of personality education's aim and contents, a gap between reality and ideals and absence of teachers' personality is difficulty of personality education.

People usually collect information and solve problems under smart environments nowadays. The abilities of individuals required in this smart time are creative and active thinking. In that point, the concept of coaching which can draw the potentials of receivers and help to internalize their problems has been magnified in various fields. If you have looked at researches of coaching until now, researches about the contents of coaching course, learning, and management coaching has been done a lot. However, studies of the environments in which coaching is performed are not sufficient except the sports field. In order to maximize the success rate of coaching, elaboration of the contents is also important, but the discussions about the environments where coaching are carried out are also necessary. As smart devices and various digital equipment are activated, studies are required on what technical and environmental aspects of these have an impact on coaching. Therefore, this study proposes an ADIR(Analysis, Design, Implementation, Reflection) smart coaching system where teaching is carried out in smart environments, by combining with the smart and coaching which are new paradigm concepts of future society. This study has designed a coaching system that is composed of four modules, 'Analysis, Design, Implementation, and Reflection' and 8 stages by each module. Especially, smart coaching will be able to maximize the efficiency of coaching by overcoming the limitations of time and space and distinguishing computer programs and coaches do. In addition, within the smart coaching system, there are various coaching systems such as personal coaching, group coaching, and professional coaching, and so on. And, it will make multidimensional approach possible which cannot be done in face-to-face instruction. Furthermore, in the future researches, individualized and professional smart coaching system studies should be continued by constructing systems corresponding to various contents.