동기의 질과 다문화 공동체 인식이 창의성과 정신 건강에 미치는 영향

초록

This study, grounded in the dual-process model of Self-Determination Theory, examined the effects of autonomous and controlled motivation on mental health and creativity, with multicultural community awareness serving as a mediator. The sample consisted of 7,324 sixth-grade elementary school students, and structural equation modeling (SEM) was employed to test the proposed pathways. The results indicated that autonomous motivation exerted both direct and indirect positive effects on psychological well-being and creativity. In contrast, controlled motivation showed indirect negative effects by undermining multicultural community awareness. Furthermore, multicultural community awareness functioned as a key socio-psychological mediator, highlighting that autonomy with a social orientation plays a critical role in fostering mental health and creative thinking. These findings suggest that when autonomous motivation extends to encompass social participation and a sense of community, it can simultaneously promote mental health and creative outcomes in educational contexts characterized by diversity. Theoretically, this study expands the explanatory scope of Self-Determination Theory by integrating a multicultural educational context and elucidates how autonomy, relatedness, and community awareness contribute to students’ mental health and the development of creative potential. Practically, the findings underscore the importance of school environments that support autonomy and respect diversity, and they highlight the need for educational strategies that promote both individual mental health and socially grounded creative capacities.

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