簡易檢索 / 詳目顯示

研究生: 楊立萱
Yang, Li-Hsuan
論文名稱: 國小學童創意自我效能與創造力之相關研究—以學習心流經驗及幸福感為中介變項
A Study on the Relationship between Creative Self-efficacy and Creativity of Primary School Children: learning flow experience and well-being as mediating variables
指導教授: 潘裕豐
Pan, Yu-Fong
學位類別: 碩士
Master
系所名稱: 創造力發展碩士在職專班
Continuing Education Master's Program of Creativity Development
論文出版年: 2021
畢業學年度: 109
語文別: 中文
論文頁數: 125
中文關鍵詞: 國小學童創意自我效能創造力學習心流經驗幸福感
英文關鍵詞: Primary School Children, Creative Self-efficacy, Creativity, Learning Flow Experience, Well-being
DOI URL: http://doi.org/10.6345/NTNU202100155
論文種類: 學術論文
相關次數: 點閱:275下載:27
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究旨在瞭解國小學童創意自我效能與創造力的相關研究,以學習心流經驗及幸福感為中介變項,並探討創意自我效能、學習心流經驗與幸福感三者間,對創造力是否具有預測力。

    本研究以北中南區縣市及離島之公立國民小學普通班共620位學童為研究對象,研究方法採測驗及問卷調查法,以描述性統計、獨立樣本t檢定、Pearson積差相關、典型相關及迴歸進行統計分析與研究假設的驗證。研究結果如下:

    一、目前國小學童於創意自我效能、學習心流經驗、幸福感及創造力的表現,皆呈現中等偏高的程度。

    二、創意自我效能與學習心流經驗及幸福感皆具有中度相關,創意自我效能對創造力也具有中度相關。

    三、學習心流經驗及幸福感對創意自我效能與創造力不具中介效果。

    四、國小學童其創意自我效能對創造力具有預測力。

    最後,依據結論對教師、未來研究的設計及工具等方面提出建議,作為後續研究之參考。

    The main purpose of this study was to investigate the relationship between creative self-efficacy and creativity of primary school children. The role of learning flow experience and well-being is mediating variables. This research is also designed to explore whether the creative self-efficacy, learning flow experience and well-being were predictable to creativity.

    The research participants were 620 children in primary school. For the purpose of this study, the testing and questionnaire survey was adopted. The data was analyzed with descriptive statistics, independent-sample t-test, Pearson product-moment correlation, canonical correlation, regression analysis. The results of the study were as follows:

    1.The primary school children’ creative self-efficacy, learning flow experience, well-being and creativity were above moderate degree.

    2.Creative self-efficacy, learning flow experience and well-being were moderately correlated, and creative self-efficacy was also moderately correlated to creativity.

    3.Learning flow experience and well-being have no mediating effect on creative self-efficacy and creativity.

    4.The creative self-efficacy was predictable to creativity of primary school children.

    Finally, relevant discussions and suggestions aim at making recommendations for teachers to conduct future researches.

    目次 vii 表次 ix 圖次 xi 第一章 緒論 1 第1節 研究背景與動機 1 第2節 研究目的與研究問題 5 第3節 名詞釋義 7 第二章 文獻探討 11 第1節 創意自我效能的理論與相關研究 11 第2節 學習心流經驗的理論與相關研究 19 第3節 幸福感的理論與相關研究 33 第4節 創造力的理論與相關研究 45 第三章 研究方法 63 第1節 研究設計與架構 63 第2節 研究參與者 67 第3節 研究工具 71 第4節 研究程序 77 第5節 資料處理與分析 79 第四章 研究結果 81 第1節 各研究變項之現況分析 81 第2節 各研究變項之相關與迴歸分析 87 第3節 學習心流經驗及幸福感對創意自我效能與創造力之中介分析 95 第4節 研究架構之模式驗證與修正 97 第五章 結論、討論與建議 99 第1節 結論 99 第2節 討論 103 第3節 建議 109 參考文獻 113 中文部分 113 英文部分 118

    中文部分
    中央研究院人文社會科學研究中心(2015)。國民幸福指數調查暨主觀幸福感研究期末報告。政府部門委託之專題研究成果報告(編號:RES-104-02)。台北市:行政院主計總處。
    毛連塭、郭有遹、陳龍安、林幸台(2000)。創造力研究。台北市:心理。
    王瑞璇(2007)。建構取向學習、學習心流經驗與幸福感之相關研究(未出版之碩士論文)。國立政治大學,臺北市。
    王韻雯(2019)。「DFC創意行動挑戰教學方案」對國中學生創造力與創造性傾向之成效研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
    古偉廷(2014)。探討台灣人民的國民幸福感之關係研究(未出版之碩士論文)。淡江大學,新北市。
    田傑宇(2014)。從需求滿足理論觀點建構自行車參與者幸福感之影響(未出版碩士論文)。國立臺東大學,臺東縣。
    朱美慧(2013)。自行車休憩者的休閒涉入與活動幸福感及生活幸福感關係之研究(未出版之碩士論文)。國立臺北教育大學,臺北市。
    朱進財(1993)。幼稚園創造性教學的一個模式與教學實例。國立屏東師範學院「幼稚園課程與教材教法」學術研討會實錄,37-59。
    吳清山(2002)。創意教學的重要理念與實施策略。台灣教育,614,2-8。
    吳慧珉、莫慕貞(2019)。自強不息、自我效能、自我調整學習與學業成就之效度:計畫行為理論觀點。測驗學刊,66(3),321-346。
    吳靜吉、陳甫彥、郭俊賢、林偉文、劉士豪、陳玉樺(1998)。新編創造思考測驗研究。教育部輔導工作六年計劃研究報告。
    巫雅菁(2001)。大學生幸福感之研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
    李仁豪、余民寧(2016)。心理幸福感量表簡式中文版信效度及測量不變性:以大學生為樣本並兼論測量不變性議題。中華輔導與諮商學報,46,127-154。
    杜明城譯(1999)。創造力。臺北市:時報。
    兒童福利聯盟文教基金會(2008)。2008年「兒童快樂國」跨國比較研究報告。2008年4月9日,取自https://www.children.org.tw/research/detail/67/255
    兒童福利聯盟文教基金會(2018)。2018年兒童幸福感調查。2018年4月4日,取自https://www.children.org.tw/research/detail/67/1353
    林志偉、馮育豪(2105)。網球參與者休閒涉入、流暢體驗與運動幸福感之研究。交大體育學刊,10,1-12。
    林幸台(2000)。高中資優學生的生涯定位與生涯抉擇。中華資優教育學會(編),資優教育的全方位發展,283-308。臺北:心理。
    林欣慈、蔡明昌(2015)。自我實現、心流體驗與幸福感之研究:以參與鐵人三項中老年族群為例。運動休閒管理學報,12(2),15-28。
    林建妤(2004)。創意自我效能與預期評量對內在動機、創造力之影響的實驗研究(未出版之碩士論文)。國立交通大學,新竹市。
    林建妤、林珊如(2004)。創意逆境求生之路-創意自我效能能否克服外在評量對創造力傷害之實驗研究。2004年創造力實踐歷程研討會,台北:創新與創造力研究中心。
    林砡琝(2008)。國小高年級學童人格特質、人際關係與幸福感之相關研究(未出版之碩士論文)。國立臺中教育大學,臺中市。
    林偉文(2002)。國民中小學學校組織文化、教師創意教學潛能與創意教學之關係(未出版之博士論文)。國立政治大學,臺北市。
    林偉文(2011)。創意教學與創造力的培育—以「設計思考」為例。教育資料與研究,100,53-74。
    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。
    林麗真(1991)。了解創造力。國教世紀,27(2),2-5。
    邱皓政、丁興祥、林耀南、陳育瑜、林碧芳與王詩婷譯(Mark A. Runco著)(2008)。創造力:當代理論與議題。臺北:心理。
    施建彬(1995)。幸福表現及其相關因素之探討(未出版之碩士論文)。高雄醫學院,高雄市。
    柳秀蘭(1995)。資優學生、普通學生、山地學生創造力與問題解決能力之比較研究(未出版之碩士論文)。國立彰化師範大學,彰化市。
    洪素蘋、林珊如(2004)。Whatever you say, I can do it-「學生創意自我效能量表」之編製。2004年第二屆創新與創造力研討會。台北:政治大學創新與創造力研究中心。
    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。
    苗桂蓉、郭靜姿(2009)。國小舞蹈班學生即興創作課程心流經驗之調查研究。資優教育研究,9(1),1-24。
    涂雅鳳(2006)。心智繪圖寫作教學法對國中生語文創造力及寫作表現影響之研究(未出版之碩士論文)。慈濟大學,花蓮縣。
    張世慧(2011)。創造力教學、學習與評量之研究。教育資料與研究雙月刊,100,1-22。
    張世慧(2018)。創造力:理論、教育與技法(3版)。臺北市:五南。
    張雨霖、吳哲源、陳學志(2013)。創新教.學創意.想未來。教師天地,185,6-12。
    張春興(1994)。教育心理學—三化取向的理論與實踐。臺北市:東華。
    張春興(2007)。張氐心理學辭典。台北市:東華。
    張珈瑛(2017)。瑜珈參與者心流體驗、休閒效益對幸福感之研究。運動休閒管理學報,14(3),74-89。
    張原誠(2015)。學生美感經驗、創意自我效能與創造力之研究:教師創造力教學的多層次調節式中介效果(未出版之博士論文)。國立臺南大學,臺南市。
    張原誠、蕭佳純(2005)。學生美感經驗、創意自我效能與創造力之研究:教師創造力教學的多層次調節式中介效果(未出版之碩士論文)。國立臺南大學,臺南市。
    張雅富、陳冠吟(2015)。創意教學法在小學科技教育的應用-以組合與取代為例。科技與人力教育季刊,1(3),21-39。
    教育部(2014)。十二年國民基本教育課程綱要總綱。2019年11月20日取自https://www.naer.edu.tw/files/15-1000-7944,c639-1.php?Lang=zh-tw
    莊耀嘉譯(1990)。馬斯洛。新北市:桂冠。
    郭肇元(2003)。休閒心流經驗、休閒體驗與身心健康之關係探討(未出版之碩士論文)。國立政治大學,臺北市。
    陳文家(2010)。國民小學學生創造力傾向及其影響模式之研究(未出版之博士論文)。國立臺北教育大學,臺北市。
    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。
    陳昭儀(1992)。創造力的定義及研究。資優教育季刊,44,12-17。
    陳雅慧(2012)。學習,動起來1英國:創造力的學習。臺北市:親子天下。
    陳龍安(1984)。「問想做評」創造思考教學模式的建立與驗證--智能結構模式在創造思考教學上的應用(未出版之博士論文)。國立臺灣師範大學,臺北市。
    陳龍安(1990)。創造思考與問題解決。臺北:創造思考教育,1,p7-18。
    陸洛(1997)。中國人幸福感之內涵、測量及相關因素探討。國家科學委員會研究彙刊:人文及社會科學,8(1),115-137。
    陸洛(1998)。中國人幸福感之內涵、測量及相關因素探討。國家科學委員會研究彙刊:人文及社會科學,8,115-137。
    彭錦鵬、李俊達(2014)。影響主觀幸福感因素之研究。「2014台灣政治學會年會暨『當前全球民主實踐的再思考:困境、挑戰與突破』國際學術研討會」論文。國立臺灣大學,臺北市。
    曾耀慧、潘裕豐(2017)。CoRT組織思考融入學習障礙學生之理財教學方案初探。桃竹區特殊教育,30,1-7。
    游健弘(2003)。CoRT創造思考教學對國小資優班學生語文創造能力學習成效之研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
    馮理詮、陳寗、潘浩天、羅志森(2017)。以COCO模式為例的資優生創意思考課程設計與實施—彷佛若有光。資優教育季刊,143,23-38。
    黃宏宇、洪素蘋(2009)。建構效度檢驗之線性與非線性取向:以學生創意自我效能量表為例。國立屏東教育大學學報,33,487-512。
    黃資惠(2001)。國小兒童幸福感之研究(未出版之碩士論文)。臺南師範學院國民教育研究所碩士論文,臺南市。
    黃韻如(2008)。國小教師教學神馳經驗之量表建立與現況調查(未出版之碩士論文)。國立東華大學,花蓮縣。
    楊中芳(譯)(1997)。性格與社會心理測量總覽(上)—情感篇。臺北市:遠流。
    楊朝仲、李政熹、文柏、徐文濤(2017)。「八爪章魚覓食教學法」:一個培養學生系統思考與問題解決能力的新嘗試。中等教育,68(4),16-35。
    溫卓謀、章勝傑(2018)。大學滑雪課程學生學習歷程之心流經驗。臺東大學體育學報,29,78-108。
    溫怡梅(1987)。領導才能訓練課程對國小智能優異學生正向自我概念、創造力與領導才能之影響(未出版之碩士論文)。國立臺灣師範大學,臺北市。
    葉玉珠(2000)。「創造力發展的生態系統模式」即其應用於科技與資訊領域之內涵分析。教育心理學報,32(1),95-122。
    葉玉珠(2006)。創造力教學─過去、現在與未來。臺北市:心理。
    葉明正(2002)。創造力的意涵─四P概述。生活科技教育月刊,35(9),7-14。
    詹志禹(2005)。從演化觀點看創造力教育政策的推動—以「創意教師成長工程」為例。教育資料集刊,30,113-142。
    劉靜宜(2002)。高中學生學習動機、學習策略、求助行為與學業成就之研究(未出版之碩士論文)。國立彰化師範大學,彰化市。
    劉士豪(1997)。年齡、性別、成就目標、目標導向與創意生活經驗、創造力之關係(未出版之碩士論文)。國立政治大學,臺北市。
    潘裕豐(2014)。創造力關鍵思考技法。臺北市:華騰。
    蔡正信(2009)。高屏地區國中美術班學生心流經驗與創造力之研究(未出版之碩士論文)。國立屏東教育大學,屏東縣。
    蔡宜貞(2005)。組織創新氛圍、教師工作內外在動機對國小教師創意教學行為影響之結構方程模式檢驗(未出版之碩士論文)。國立交通大學,新竹市。
    蕭佳純(2012)。國小學生內在動機、學科知識與創造力表現關聯之研究:教師創造力教學的調節效果。特殊教育研究學刊,37(3),89-113。
    鍾政偉、商家瑜、王盛文、蔡宜婷(2015)。認真性休閒、遊憩專門化、心流體驗與幸福感關係之研究。運動休閒管理學報,12(1),1-20。
    謝傳崇、謝宜君(2016)。國民小學教師正向領導對學生幸福感影響之研究:以學生學習樂觀為中介變項。師資培育與教師專業發展期刊,9(3),29-56。
    籃文彬、游森期(2014)。大學生正向完美主義、心流傾向與心理幸福感之結構方程模式分析。臺中教育大學學報:數理科技類,28(2),25-50。
    蘇建文、林美珍、程小危、林惠雅、幸曼玲、陳李綢等(1995)。發展心理學(第二版)。臺北市:心理。
    鐘偉晉(2008)。國中教師情緒管理與幸福感之研究(未出版之碩士論文)。臺北市立教育大學,臺北市。

    英文部分
    Abbott, D. H. (2010). Constructing a creative self-efficacy inventory: A mixed methods inquiry (Unpublished doctoral dissertation). University of Nebraska, Lincoln, NE.
    Amabile, T. M. (1983). The social psychology of creativity. New York: Springer-Verlag.
    Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376.
    Amabile, T. M. (1996). Creativity in context. Colorado, CO: Westview Press.
    Argyle, M. (1987). The psychology of happiness. London and New York: Routledge.
    Argyle, M. (2001). The psychology of happiness (2nd ed.). London, England: Routledge.
    Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
    Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2),122-147.
    Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
    Bandura, A. (1988). Organizational application of social cognitive theory. Australian Journal of Management, 13(2), 275-302.
    Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman and Company.
    Bandura, A. (2010). Perceived Self-Efficacy in Cognitive Development and Functioning. Education Psychologist, 28(2), 117-148.
    Besemer, S. P., & Treffinger, D. J. (1981). Analysis of creative products: Review and synthesis. The Journal of Creative Behavior, 15(3), 158-178.
    Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1-40.
    Chamberlin, S. A., & Moon, S. (2005). Model-eliciting activities: An introduction to gifted education. Journal of Secondary Gifted Education, 17, 37-47.
    Chen, H. (2000). Exploring web users’ on-line optimal flow experiences. Unpublished doctoral dissertation. The Graduate School Syracuse University, Syracuse, New York.
    Clarke, G. S., & Haworth, T. J. (1994). Flow experience in the daily lives of sixth-form college students. British Journal of Psychology, 85,511-523.
    Costa, P. T., & McCrae, R. R. (1980). Influence of extraversion and neuroticism on subjective well-being: Happy and unhappy people. Journal of Personality and Social Psychology, 38(4), 668-678.
    Csikszentmihalyi, M. & Csikszentmihalyi, I. (Eds.). (1988). Optimal experience: Psychological studies of flow in consciousness. New York: Cambridge.
    Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: The experience of play in work and games. San Francisco: Jossey-Bass.
    Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper Collins.
    Csikszentmihalyi, M. (1993). The Evolving Self. A Psychology for the Third Millennium. New York: Harper Collins.
    Csikszentmihalyi, M. (1996). Creativity. New York: Harper Collins.
    Csikszentmihalyi, M. (1996). The effect of perceived challenges and skills on the quality of subjective experience, Journal of Personality, 64, 275-310.
    Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Harper Collins.
    Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (Eds.). (1988). Optimal experience: Psychological studies of flow in consciousness. Cambridge University Press.
    Csikszentmihalyi, M., & Wolfe, R. (2000). New conceptions and research approach to creativity: Implications of a systems perspective for creativity in Education. In K. A. Heller, F. J. Monk, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (pp. 81-94). NY: Elsevier.
    Csikszentmihalyi, Mihaly (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row.
    Csikszentmihalyi, Mihaly (1998). Finding Flow: The Psychology of Engagement With Everyday Life. Basic Books.
    Davis, G. A. (1986). Creativity is forever. Iowa: Kendall/Hunt Publishing Company.
    Davis, G. A. (1997). Identifying creative students and measuring creativity. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed.) (pp. 269-281). MA: Allyn and Bacon.
    DeCharms, R. C. (1968). Personal causation: The internal affective determinants of behavior. New York: Academic Press.
    Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575.
    Diener, E., Lucas, & Richard, E. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276‒303.
    Diener, E., Lucas, R. E., & Scollon, C. N. (2006). Beyond the hedonic treadmill: Revisions to the adaptation theory of well-being. American Psychologist, 61, 305-314.
    Feldman, D.H. (1999). The development of creativity. In R.J. Sternberg (Ed.), Handbook of Creativity (pp. 169-186). New York: Cambridge University Press.
    Florida, R. (2002). The rise of the creative class and how it’s transforming work, leisure, community, & everyday life. New York, NY: Basic Books.
    Forisha, B. L. (1978). Creativity and Imagery in Men and Women. Percept Mot Skills, 47(3 Pt 2), 1255-1264.
    Galton, F. (1869). Hereditary Genius. UK: Macmillan Publishers.
    Gardner, H. (1993). Multiple Intelligences: The theory in practice. New York: Basic Books.
    Gardner, R. C. (1988). The socio‐educational model of second‐language learning: Assumptions, findings, and issues. Language Learning, 38(1), 101-126.
    Gallagher, J. J. (1975). Teaching the gifted Child (2nd. Ed.). Boston: Allyn and Bacon.
    Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454.
    Guilford, J. P. (1962). Factors that aid and hinder creativity. Teachers College Record, 63, 380-392.
    Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill, Inc.
    Guilford, J. P. (1967). The nature of human intelligence. McGraw-Hill.
    Havighurst, R. J. (1948). Developmental tasks and education. University of Chicago Press.
    Headey, B., & Wearing, A. (1990). Subjective well-being and coping with adversity. Social Indicators Research, 22, 731-739.
    Heady, B., & Wearing, A. (1990). Subjective well-being and coping with adversity. Social Indicators Research, 22, 327-349.
    Hocevar, D., & Bachelor, P. (1989). A taxonomy and critique of measurements used in the study of creativity. In J. A. Glover, R. R. Ronning, & C. R. Reynolds (Eds.), Perspectives on individual differences. Handbook of creativity (p. 53-75).
    Jackson, S. A., & Marsh, H. (1996). Development and validation of a scale to measure optimal experience: The Flow State Scale. Journal of Sport & Exercise Psychology, 18(1), 17-35.
    Jackson, S. A., & Marsh, H. W. (1996). Development and validation of a scale to measure optimal experience: The flow state scale. Journal of Sport & Exercise Psychology, 18, 17-35.
    Jackson, S. A., & Roberts, G. C. (1992). Positive performance states of athletes: Toward a conceptual understanding of peak performance. The Sport Psychologist, 6, 156-171.
    Jaussi, K. S., & Randel, A. E. (2014). Where to look? Creative self-efficacy, knowledge retrieval, and incremental and radical creativity. Creativity Research Journal, 26(4), 400.
    Kaufman, J. C., Baer, J.(2008).Gender Differences in Creativity. The Journal of Creative Behavior, 42(2), 75-105.
    Kear, M. (2000). Concept Analysis of Self-Efficacy. Graduate Research in Nursing, 2(2), 33-45.
    Kozma, A. & Stones, M. J. (1980). The Measurement of Happiness: Development of the Measurement of Happiness: Development of the Memorial University of Newfoundland Scale of Happiness (M.U.N.S.H.). Journal of Gerontology, 35, 906 -912.
    Lewinsohn, P. M., & Libet, J. (1972). Pleasant events, activity schedules, and depressions. Journal of Abnormal Psychology, 79(3), 291-295.
    Li, R. H. (2014). Reliability and validity of a shorter Chinese version for Ryff’s psychological well-being scale. Health Education Journal, 73(4), 446-452.
    Lubart, T. I., & Getz, I. (1997). Emotion, metaphor, and the creative process. Creativity. Research Journal, 10(4), 285-301.
    Martindale, C. (1989). Personality, Situation, and Creativity. New York: Plenum.
    Maslow, A. H. (1968). Toward a Psychology of Being. New York: D. Van Nostrand Company.
    Maslow, A. H. (1970). Motivation and Personality (2nd ed.). New York: Harper & Row.
    Massimini, F., & Carli, M. (1988). The systematic assessment of flow in daily experience. In M. Csikszentmihalyi, & I. S. Csikszentmihalyi (Eds), Optimal experience: Psychological studies of flow in consciousness. New York: Cambridge University Press.
    Massimini, F., Csikszentmihalyi, M., & Carli, M. (1987). The monitoring of optimal experience: A tool for psychiatric rehabilitation. Journal of Nervous and Mental Disease, 175(9), 545-549.
    Massimini, F., Csikszentmihalyi, M., & Fave, A. D. (1988). Flow and biocultural evolution. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (p. 60-81). Cambridge University Press.
    Michalos, A. C. (1985). Multiple discrepancies theory (MDT). Social Indicators Research, 16, 347-413.
    Millar, G., & Dahl, C. (2011). The power of creativity. The Alberta Teacher’ Association Magazine, 91(3), 16-21.
    Miller, W. R., & Seligman, M. E. (1975). Depression and learned helplessness in man. Journal of Abnormal Psychology, 84(3), 228-238.
    Moneta, G. B., & Csikszentmihalyi, M. (1996). The effect of perceived challenges and skills on the quality of subjective experience, Journal of Personality, 64, 275-310.
    Neumeister, K. L. S., & Cramond, B. (2004). E. Paul Torrance (1915-2003). American Psychologist, 59(3), 179.
    O’Neill, S. (2011). The Cambridge handbook of creativity. Canadian Psychology, 52(4), 323-324.
    Parsons, M. (2010). Boxes and corrals: Creativity and art education revisited. The International Journal of Arts Education, 8(2), 31-50.
    Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: Norton.
    Pretz, J. E., & McCollum, V. A. (2014). Self-perceptions of creativity do not always reflect actual creative performance. Psychology of Aesthetics, Creativity, and the Arts, 8(2), 227-236.
    Rebeiro, K., & Polgar, J. M. (1999). Enabling occupational performance: Optimal experiences in therapy. Canadian Journal of Occupational Therapy/Revue Canadienne D'Ergothérapie, 66(1), 14-22.
    Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42, 305-310.
    Richards, R. (2007). Everyday creativity and new views of human nature: Psychological, social, and spiritual perspectives. Washington, DC: American Psychological Association
    Rim, Y. (1993). Value, happiness and family structure variable. Personality and Individual Difference, 15(5), 595-598.
    Runco, M. A. (1996). Creativity and development: Recommendations. New Directions for Child Development, 72(Summer), 87-90.
    Runco, M. A. (1996). Creativity and development: Recommendations. New Directions for Child Development, 72, 87-90.
    Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657-687.
    Runco, M. A. (2007). Creativity: Theories and themes: Research, development, and practice. Elsevier Academic Press.
    Runco, M. A., & Walberg, H. J. (1998). Personal explicit theories of creativity. The Journal of Creative Behavior, 32(1), 1-17.
    Ryff, C. D. (1995). Psychological well-being in adult life. Current Directions in Psychological Science, 4(4), 99-104.
    Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719-727.
    Ryff, C. D., & Singer, B. (1998). The contours of positive human health. Psychological Inquiry, 9(1), 1-28.
    Ryff, C. D., Lee, Y. H., Essex, M. J., & Schmutte, P. S. (1994). My children and me: Midlife evaluations of grown children and of self. Psychology and Aging, 9(2), 195-205.
    Schunk, D. H., & Zimmerman, B. J. (2006). Competence and control beliefs: Distinguishing the means and ends. In P. A. Alexander, & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed.), 349-367. Mahwah, NJ: Lawrence Erlbaum Associates.
    Sheldon, K.M., & Bettencourt, B.A. (2002). Psychological need - satisfaction and subjective wellbeing within social groups. British Journal of Social Psychology, 41(1), 25-38.
    Shriki, A. (2013). A model for assessing the development of students’ creativity in the context of problem posing. Creative Education, 4(7), 430-439.
    Starko, A. J. (2000). Creativity in the classroom: School in the curious delight. Englewood Cliffs, NJ: LEA.
    Stein, M.I. (1953) Creativity and Culture. Journal of Psychology, 36, 311-322.
    Sternberg, R. J. (1985). Implicit theories of intelligence, creativity, and wisdom. Journal of Personality and Social Psychology, 49(3), 607-627.
    Sternberg, R. J. (1988). A three-facet model of creativity. in R. J. Sternberg (Ed.). The nature of creativity. Cambridge: Cambridge University Press.
    Sternberg, R. J., & Lubart, T. I. (1996). Investing in creativity. Ameri-can Psychologist, 51(7), 677-688.
    Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York, NY: Free Press.
    Tella, A., & Ayeni, C. O. (2006). The impact of self-efficacy and prior computer experience on the creativity of new librarians in selected universities libraries in Southwest Nigeria. Library Philosophy and Practice, 8(2), 1-12.
    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.
    Tierney, P., & Farmer, S. M. (2004). Application of the Pygmalion Process to Employee Creativity. Journal of Management, 30, 413-432.
    Torrance, E. (1988). The Nature of Creativity as Manifest in Its Testing. In R. Sternberg (Ed.), The Nature of Creativity (pp. 43-73). New York: Cambridge University Press.
    Torrance, E. P. (1972). Torrance tests of creative thinking—directions manual and scoring guide—figural test, booklet A. Lexington: Personnel Pres. Inc.
    Torrance, E. P. (1975). Assessing children, teachers and parents against the ideal child criterion. Gifted Child Quarterly, 19(2), 130-139.
    Torrance, E. P. (1981). Thinking Creatively in Action and Movement. Bensenville, IL: Scholastic Testing Service, Inc.
    Torrance, E. P. (1990). Te Torrance Tests of Creative Thinking Norms—Technical Manual Figural (Streamlined) Forms A & B. Bensenville, IL: Scholastic Testing Service.
    Torrance, E. P., & Wu, T. H. (1981). A comparative longitudinal study of adult creative achievements of elementary school children identified as high intelligent and highly creative. Create Child Adult Quart, 6, 71-76.
    Turner, S. (2013). Teachers’ and pupils’ perceptions of creativity across different key stages. Research in Education, 89, 23-40.
    Veenhoven, R. (1994). Is happiness a trait? Tests of the theory that a better society does not make people any happier. Social Indicators Research, 32(2), 101-106.
    Wallas, G. (1926). The art of thought. J. Cape: London.
    Webster, J., & Martocchio, J. J. (1992). Microcomputer playfulness: Development of a measure with workplace implications. MIS Quarterly, 16(2), 201-226.
    Williams, F. E. (1970). Classroom ideas for encouraging thinking and feeling (2nd ed.). NY: D. O. K. Publishers Inc.
    Yunlu, D. G. (2014). An integrated view of personal, relational, and organizational resources: How they ignite creative behavior at work. Unpublished doctoral dissertation, The University of Wisconsin, Milwaukee, Wisconsin.

    下載圖示
    QR CODE