國小學童正向情緒與創造力關聯之研究:以創造力傾向及創意自我效能為中介變項

The Correlation between Elementary Pupils’ Positive Emotion and Creativity with Creativity Tendency and Creative Self-efficacy as The Mediators

蕭佳純
Chia-Chun Hsiao

Doi:10.3966/181665042017121304003


所屬期刊: 第13卷第4期 「教育心理,輔導與測評」
主編:國立臺灣師範大學教育心理與輔導學系兼任教授
林世華
系統編號: vol051_03
主題: 測驗與評量
出版年份: 2017
作者: 蕭佳純
作者(英文): Chia-Chun Hsiao
論文名稱: 國小學童正向情緒與創造力關聯之研究:以創造力傾向及創意自我效能為中介變項
論文名稱(英文): The Correlation between Elementary Pupils’ Positive Emotion and Creativity with Creativity Tendency and Creative Self-efficacy as The Mediators
共同作者:
最高學歷:
校院名稱:
系所名稱:
語文別: 中文
論文頁數: 28
中文關鍵字: 正向情緒; 創造力傾向; 創造力; 創意自我效能
英文關鍵字: positive emotion; creativity tendency; creativity; creative self-efficacy
服務單位: 國立臺南大學教育學系
稿件字數: 17598
作者專長: 組織行為、多層次分析
投稿日期: 2017/1/23
論文下載: pdf檔案icon
摘要(中文): 本研究以368 名國小五年級的學童為研究樣本進行分析,以了解正向情緒、
創造力傾向、以及創意自我效能等因素對創造力的直接影響,以及正向情緒透過
創造力傾向的中介、創意自我效能的中介對創造力所造成的間接影響,以及正向
情緒透過創意自我效能再透過創造力傾向的中介對創造力所造成的間接影響,並
以結構方程模式加以檢驗。經由結構方程模式統計檢定後,整體模式所獲得的指
數顯示模式尚可被接受。對整體效果的分析顯示,創造力傾向對創造力具直接影
響;正向情緒以及創意自我效能雖然對創造力不具有直接影響,但是正向情緒透
過創造力傾向對創造力產生間接影響;以及正向情緒可以透過創意自我效能再透
過創造力傾向對創造力產生間接影響。最後,針對分析結果,本研究將提出相關
的討論與建議。
摘要(英文): Total 368 G5 pupils were sampled for analyzing the direct effects of positive
emotion, creativity tendency, and creative self-efficacy on creativity, the indirect effects
of positive emotion on creativity with the mediating effects of creativity tendency and
creative self-efficacy, as well as the indirect effects of positive emotion on creativity
through the mediating effects of creative self-efficacy and then creativity tendency in
this study. Structural Equation Model was further utilized for the verification. After the
statistical test through Structural Equation Model, the acquired overall model index
shows the model being acceptable. The analysis of the overall effect reveals direct effects
of creativity tendency on creativity, no direct effect of positive emotion and creative
self-efficacy on creativity, but indirect effects of positive emotion on creativity through
creativity tendency, as well as indirect effects of positive emotion on creativity through
creative self-efficacy and then creativity tendency. Finally, relevant discussions and
suggestions aiming at the analyses are proposed in this study.
參考文獻: 余民寧(2006)。潛在變項模式- SIMPLIS 的應用。臺北市:高等教育。
李偉清(2012)。國小資優生創造傾向量表之編製研究。特殊教育研究學刊,37
(1),79-102。
汪美香、黃炳憲(2012)。專業技能與創造力的關聯:創意自我效能中介角色。
南台學報,37(4),1-14。
林幸台(2002)。青少年的創造力發展。應用心理研究,15,63-67。
林幸台、王木榮(1999)。威廉斯創造力測驗。臺北市:心理。
林碧芳、邱皓政(2008)。創意教學自我效能感量表之編製與相關研究。教育研
究與發展期刊,4(1),141-170。
邱發忠、陳學志、徐芝君、吳相儀、卓淑玲(2008)。內隱與外顯因素對創造作
業表現的影響。中華心理學刊,50(2),125-145。
邱皓政(2003)。結構方程模式:LISREL 的理論技術與應用。臺北市:雙葉。
洪久賢、溫秀玲、蔡長艷、宋慧娟(2003)。綜合活動領域教師創意教學成效之
提昇:影響因素與策略運用。行政院國科會補助專題研究計劃成果報告,未
出版。
洪文東(2002)。創造型兒童之思考特性與科學創造力的關聯性。屏東師院學報,
16,355-394。
洪素蘋、黃宏宇、林珊如(2008)。重要他人回饋影響創意生活經驗?以模式競
爭方式檢驗創意自我效能與創意動機的中介效果。教育心理學報,40(2),
303-322。
洪榮昭、康鳳梅、林展立(2003)。傑出科技創作學童創造特質分析—以機器人
競賽為例。師大學報:科學教育類,48(2),239-254。
胡夢蕾(2006)。我國創造力與人格特質研究之回顧與探析。教育學刊,26,215-
239。
常雅珍、毛國楠(2006)。以正向心理學建構情意教育之行動研究。師大學報:
教育類,51(2),121-146。
陳正昌、程炳林、陳新豐、劉子鍵(2009)。多變量分析方法統計軟體應用(第
五版)。臺北市:五南。
陳玉樹、郭銘茜(2013)。四向度成就目標對教師創意教學表現之影響:創意自
我效能的中介效果與團隊學習行為的跨層級調節效果檢定。教育科學研究期
刊,58(3),85-120。
葉玉珠(2000)。創造力發展的生態系統模式及其應用於科技與資訊領域之內涵
分析。教育心理學報,32(1),95-121。
葉玉珠(2006)。創造力教學- 過去、現在與未來。臺北市:心理。
葉玉珠、吳靜吉、鄭英耀(2000)。影響科技與資訊產業人員創意發展的因素之
量表編製。師大學報:科學教育類,45(2),39-63。
蔡笑岳、朱雨傑(2007)。中小學生創造性傾向、智力及學業成績的相關研究。
心理發展與教育,2,36-41。
蕭佳純(2011)。學校創新氣氛、教師內在動機與教師創意教學表現關連之研究:
多層次調節式中介效果之探討。當代教育研究季刊,19(4),85-125。
蕭佳純(2015)。國小學童科學創造力成長歷程之縱貫性分析。科學教育學刊,
23(1),23-51。
劉昆夏、鄭英耀、王文中(2010)。創意產品共識評量之信、效度析論。測驗學
刊,57(1),59-84。
Amabile, T. M. (1996). Creativity in the context: Update to the social psychology of
creativity. Oxford, England: Westview Press.
Amabile, T. M. (1988). A model of creativity and innovation in organizations. In B. M.
Staw & L. L. Cummings (Eds.), Research in organizational behavior (Vol. 10, pp.
123-167). Greenwich, CT: JAI.
Ashby, F. G., Isen, A. M., & Turken, U. (1999). A neuropsychological theory of positive
affect and its infl uence on cognition. Psychological Review, 106(3), 529-550.
Bandura, A.(1977). Self-efficacy: Toward a unifying theory of behavioral chang.
Psychological Review, 84(2), 191-215.
Bandura, A.(1997). Self effi cacy: The exercise of control. New York, NY: Freeman.
Baumann, N., & Kuhl, J. (2005). Positive affect and flexibility: Overcoming the
precedence of global over local processing of visual information. Motivation and
Emotion, 29(2), 123-134.
Chan, S., & Yuen, M. (2014). Personal and environmental factors affecting teachers’
creativity-fostering practices in Hong Kong. Thinking Skills and Creativity, 12, 69-
77.
Chang, C. P., Chuang, H. W., & Bennington, L. (2011). Organizational climate for
innovation and creative teaching in urban and rural schools. Quality Quantity, 45,
935–951.
Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy
scale. Organizational Research Methods, 4, 62-83.
Doll, B., & Lyon, M. A. (1998). Risk and resilience : Implications for delivery of
educational and mental health services in schools. School Psychology Review, 27(3),
348-363.
Florida, R. (2002). The rise of the creative class and how it’s transforming work, leisure,
community, & everyday life. New York, NY: Basic Books.
Forgas, J. P., Vargas, P., & Laham, S. (2005). Mood effects on eyewitness memory:
Affective infl uences on susceptibility to misinformation. Journal of Experimental
Social Psychology, 41, 574-588.
Fredrickson, B. L.(1998). What good are positive emotions? Review of General
Psychology, 2(3),300-319.
Fredrickson, B. L. (2002). Positive emotions. In C. R. Snyder & S. J. Lopez (Eds.),
Handbook of positive psychology (pp. 12-134). New York, NY: Oxford University
Press.
Fredrickson, B. L.(2003). The value of positive emotions: The emerging science of
positive psychology is coming to understand why it’s good to feel good. American
Scientist,91(4), 330-335.
Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotion. The
RoyalSociety, 359, 1367-1377.
Fredrickson, B. L. (2006). The broaden-and-build theoryof positive emotions. In M.
Csikszentmihalyi & I. S.Csikszentmihalyi (Eds). A life worth living: Contributions
to positive psychology (pp. 85-103). New York, NY: Oxford University Press.
Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of
attention and through-action repertoires. Cognition and Emotion, 19(3), 313-332.
Gasper, K. (2004). Permission to freely? The effect of happy and sad moods on
generating old and new ideas. Creativity Research Journal, 16(2&3), 215-229.
Gibson, R. (2010). The “Art” of creative teaching: Implications for higher education.
Teaching in Higher Education, 15(5), 607-613.
Gong, Y., Huang, J. C., & Farh, J. L.(2009). Employee learning orientation,
transformational leadership, and employee creativity: The mediating role of
employee creative self- efficacy. Academy of Management Journal, 52(4), 765-778.
Grawith, M. J., Munz, D. C., & Kramer, T. J. (2003). Effects of member mood states
on creative performance in temporary workgroups. Group Dynamics: Theory,
Research, and Practice, 1, 41-54.
Hwang, W. Y., Chen, N. S., Dung, J. J., & Yang, Y. L. (2007). Multiple representation
skills and creativity effects on mathematical problem solving using a multimedia
whiteboard system. Educational Technology & Society, 10(2), 191-212.
Isen, A. M. (2000). Positive affect & decision making. In M. Lewis and J. Haviland-
Jones (Eds.), Handbook of Cognition and Emotion (2nd ed.) (pp. 417-435). New
York, NY: Guilford.
Isen, A. M. (2001). An influence of positive affect on decision making in complex
situations: Theoretical issues with practical implications. Journal of Consumer
Psychology, 11(2), 75-85.
Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, I think I can, and I do: The
role of personal identity, self-efficacy, and cross-application of experiences in
creativity at work. Creativity Research Journal, 19(2&3), 247-258.
Kaufmann, G., & Vosburg, S. K. (2002). The effects of mood on early and late idea
production. Creativity Research Journal, 14(3-4), 317-330.
Linnenbrink, E. A., & Pintrich, P. R.(2002). Motivation as an enabler for academic
success. School Psychology Review, 31(3), 313-327.
Magoun, D., Eaton, V., & Owens, C. (2002). IT and the attitudes of middle school
girls: A follow-up study. Paper presented at the meeting of National Educational
Computing Conference, San Antonio, TX.
Oldham, G. R., & Cummings, A. (1996). Employee creativity: Personal and contextual
factors at work. Academy of Management Journal. 39(3), 607-634.
Puccio, G. J., Murdock, M. C., & Mance, M. (2007). Creative leadership. London,
England: Sage.
Runco, M. A., & Sakamoto, S. O. (1999). Experimental studies of creativities. In R. J.
Sternberg (Ed.), Handbook of creativity (pp.273-296). New York, NY: Cambridge.
Runco, M. A., & Walberg, H. J. (1998). Personal explicit theories of creativity. The
Journal of Creative Behavior, 32(1), 1-17.
Schwarz, N.(2000). Emotion, cognition and decision making. Cognition and Emotion,
14, 433-440.
Seligman, M. E. P. (2002). Authentic happiness. Using the new positive psychology to
realize your potential for lasting fulfi llment. New York, NY: The Free Press.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology-An introduction.
American Psychologist, 55(1), 5-14.
Shapiro, P. J., Weisberg, R. W., & Alloy, L. B.(2000). Creativity and bipolarity: Affective
patterns predict trait creativity. Paper presented at the meeting of Convention of the
American Psychological Society, Miami, FL.
Sternberg, R.J. & Lubart, T.I.(1999). The concept of creativity: Prospects and paradigms.
In R.J. Sternberg (Ed.), Handbook of creativity (pp. 3-15). New York, NY:
Cambridge University.
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: its potential antecedents and
relationship to creative performance. Academy of Management Journal, 45(6),
1137- 1148.
Williams, F. E. (1980). Creativity assessment packet (CAP): Manual. Buffalo, NY: D.O.K.