簡易檢索 / 詳目顯示

研究生: 吳傳慧
Wu, Chuan-Hui
論文名稱: 原汁原味,族人之傲─五位傑出原住民人士之創意人格特質、創造性環境及生涯歷程研究
A Case Study on the Creative Personality Traits, Creative Environments and Career Development of Five Distinguished Taiwanese Indigenous People
指導教授: 潘裕豐
Pan, Yu-Fong
口試委員: 陳昭儀
Chen, Chao-Yi
黃東秋
Huang, Tung-Chiou
潘裕豐
Pan, Yu-Fong
口試日期: 2023/10/03
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: 2023
畢業學年度: 112
語文別: 中文
論文頁數: 194
中文關鍵詞: 傑出原住民人士創意人格特質創造性環境生涯歷程
英文關鍵詞: distinguished Indigenous people, creative personality traits, creative environments, career paths
研究方法: 個案研究法半結構式訪談法
DOI URL: http://doi.org/10.6345/NTNU202301791
論文種類: 學術論文
相關次數: 點閱:113下載:8
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
  • 本研究採個案研究,乃是以我國五位傑出原住民人士作為研究對象,經由深度訪談、蒐集相關文件資料等方式進行研究,據以瞭解傑出原住民人士之創意人格特質與創造性環境及其生涯歷程。綜合本研究之結果,有以下三點重要結論:

    一、傑出原住民人士的創意人格特質
      本研究採用分析歸納法,奠基於先前與創造力相關的文獻及理論來引導資料的分析,而經由訪談及文件資料綜合歸納出其共同創意人格特質,如:積極、求知、獨立挑戰、變通、想像、精幹。而謙虛、善良、有同理心、有幽默感、自省、具抗壓性亦是五位傑出原住民人士共同具備之人格特質。

    二、傑出原住民人士的創造性環境
      在家庭方面,五位傑出原住民人士皆提到家人對自己的正面支持並影響未來生涯發展,心靈上的支持和陪伴更甚於物質。
    而學校方面則較為兩極,有三位傑出原住民人士特別提及老師對自己的正面影響,另兩位則無提及;而與同儕的相處上,僅有一位傑出原住民人士表示國中時期不願原住民身分被同儕發現,但其他四位則認為原住民的身分對於在校生活並無太大影響,與同學皆相處愉快,雖偶有被開玩笑的狀況,但並無造成太大負面影響。
    組織方面,五位傑出原住民人士都有提到工作相關人事物對於自身的影響,譬如前輩的提攜與指導、從工作的磨練挑戰中學習等。而除了工作,也有傑出原住民人士提到在教會組織得到的幫助,不僅提供借宿環境,也給予未來生涯發展建議並提供實際資源以陪伴其達成目標。
      社會文化方面之影響則可分為許多面向探討,譬如能推動以族群為本位的教育課程,讓原住民孩子學習更有感;並期盼政府及相關專家學者能以更突破框架的思維去看待整個原住民族的教育發展。倘若能從教育著手,並發揮媒體的影響力,才能讓正確、包容的多元文化價值更加普及。

    三、傑出原住民人士的生涯歷程
      綜觀五位傑出原住民人士生涯歷程之共通性,則可見家庭環境、重要他者、資源與契機、重大轉捩點、自我認同等面向對其之影響。
      如家庭對孩子的支持與家人間良好的關係是自身奮鬥、追尋夢想最穩固的基礎;而生命中出現的重要他者如老師、工作前輩、前段關係的伴侶、家人、甚或是影響價值觀甚鉅的書籍,也扮演著不可或缺的角色;無論家庭經濟狀況如何,懂得善用身邊資源並且把握契機,不斷跳脫人生舒適圈,點滴的努力方能打造豐碩的傑出表現;至於自我認同則是每位傑出原住民人士自小到大不斷探尋的議題,透過不同途徑─學習族語、深入各族部落、與他族族人相處、參與社會運動、出國深造、以繪畫或舞蹈與他國原住民交流等,找到認識並認同自我的答案。

      根據上述之研究結果,研究者亦對於同為原住民身分並在各界奮鬥努力的人們,以及同為持續精進自我並期待整個大環境向上的教育工作者,和對於傑出人士之培育及發展有志一同的相關研究者們若干建議,以作為原住民族教育發展之參考。

    關鍵詞:傑出原住民人士、創意人格特質、創造性環境、生涯歷程

    This research adopts a case study approach with five distinguished Taiwanese Indigenous people chosen as research participants. Research was undertaken through in-depth interviews and other methods to gather relevant documentary material in order to understand the personality traits, creative environments, and career paths of the five distinguished Indigenous people. Three important conclusions can be drawn from the results of the research synthesis:

    1. Creative Personality Traits of the Distinguished Taiwanese Indigenous People
      This study employs analytical induction with prior literature and theories relating to creativity used as a foundation to guide analysis of materials. Synthesis of the interviews and documentary materials led to the induction of common creative personality traits such as positivity, knowledge seeking, striving for independence, adaptability, visualization, and skillfulness. Furthermore humility, kindness, empathy, having a sense of humor, introspection, and ability to deal with pressure, were shared personality traits found among all five of the distinguished Taiwanese Indigenous people.
    2. Creative Environments of the Distinguished Taiwanese Indigenous People
      Regarding family backgrounds, all five distinguished Taiwanese Indigenous people brought up the positive support they received from their families and how it influenced their future career development, with emotional support and accompaniment having more significance than material support.
      Experiences of school, however, were more polarized. Three of the distinguished Taiwanese Indigenous people specifically highlighted the positive influence their teachers had on them, while the remaining two made no mention of this.
      In terms of interactions with peers, only one distinguished Taiwanese Indigenous person stated they did not want their Indigenous family background to be discovered by peers during the period of junior-high school. But the majority said that their Indigenous identity had little influence on their lives at school, where they got along happily with their peers. Although they were the subject of jokes, this did not lead to any significant negative influences.
      Within organizational settings, all five distinguished Taiwanese Indigenous people discussed how work-related factors influenced them. Examples included mentorship and guidance from seniors, as well as learning from challenges faced in their work. Other than work, some of the distinguished Taiwanese Indigenous people also mentioned receiving assistance from church organizations. These organizations not only provided accommodation but also offered career development advice and practical resources to support them in achieving their goals.
      The impact of societal and cultural factors can be separated into many areas for discussion. For instance, pushing for the education curriculum to include ethnic groups as a standard, which would give Indigenous children more feeling toward their studies. Also, hoping that the government and relevant experts and scholars could break away from traditional thinking when looking at the overall educational development of Indigenous groups. By starting with education, and using the influence of the media, only then will the correct inclusive and multicultural values become more widespread.
    3. Career Trajectories of the Distinguished Taiwanese Indigenous People
      Upon examining the commonalities in the career paths of the five distinguished Taiwanese Indigenous people, it is evident that aspects such as family environment, significant others, resources and opportunities, pivotal moments, and self-identity have influenced them.
      Support from family and healthy relationships within the family created stable foundations for each personally to strive and pursue their dreams. Significant others such as family members, teachers, experienced colleagues, former partners, and even books that dramatically influenced their values, all played indispensable roles. Regardless of the family's economic situation, each distinguished Taiwanese Indigenous person’s ability to make the most of available resources, seize opportunities, and continuously step out of their comfort zones was crucial in achieving the outstanding successes in their lives. The five individuals have ceaselessly explored the issue of self-identity from childhood to adulthood through various means, such as learning their native languages, immersing themselves in various tribal communities, interacting with people from other ethnic backgrounds, participating in social movements, studying abroad, or engaging in activities like painting or dancing to connect with Indigenous people from other countries, all in the pursuit of understanding and embracing their true selves.

      Based on the results of the aforementioned research, the researchers have several proposals for individuals who share an Indigenous background, for people making arduous efforts in all fields, for educators continuing to try and improve themselves and aspiring to raise up the level of the overall environment, for researchers dedicated to nurturing and developing outstanding individuals, and for any related like-minded researchers. These proposals can serve as a reference for the development of Indigenous education.

    Keywords: distinguished Indigenous people, creative personality traits, creative environments, career paths

    第一章 IZAINU? 尋找記憶中的味道 1 第一節 研究動機 1 第二節 研究目的 3 第三節 名詞解釋 4 第二章 ANEMACU? 大自然教會我們的事 7 第一節 創意人格特質 7 第二節 創造性環境 18 第三節 傑出人士之生涯歷程研究 28 第四節 傑出原住民人士之相關文獻 40 第三章 ARI! 照VUVU說的做 55 第一節 研究方法 55 第二節 研究參與者 57 第三節 研究者角色 61 第四節 研究過程 62 第五節 資料蒐集與整理 65 第六節 研究品質 72 第四章 ANU! 品嚐箇中滋味 75 第一節 傑出原住民人士具備之創意人格特質 75 第二節 形塑傑出原住民人士之創造性環境 103 第三節 傑出原住民人士之生涯歷程 132 第五章 SANGUAQUAQ CU? 好吃嗎,到底? 159 第一節 研究結論 159 第二節 研究省思 162 第三節 研究建議 167 第四節 研究貢獻與限制 174 參考文獻 176 附錄一 訪談邀請函 189 附錄二 訪談同意書 190 附錄三 訪談題綱 191 附錄四 文本檢核函 194

    壹、中文文獻

    James C. Kaufman & Robert J. Sternberg(2014)。創造力理論與當代議題面面觀〔黃曉嵐、蔡淑君、胡翠茵、張芝萱譯〕。華騰文化。(原著出版年:2010)

    Mark A. Runco(2008)。創造力-當代理論與議題〔邱皓政、丁興祥、林耀南、陳育瑜、林碧芳、王詩婷、賴靜儀、柯怡安、陳佳筠、何潤娥譯〕。心理。
    (原著出版年:2006)

    Mihaly Csiksentmihalyi(1999)。創造力〔杜明城譯〕。時報。(原著出版年:1996)

    Vernon G. Zunker(1996)。生涯發展的理論與實務〔吳芝儀譯〕。揚智文化。(原著出版年:1981)

    丁雪茵、鄭伯壎、任金剛(1996)。質性研究中研究者的角色與主觀性。本土心理學研究,6,354-376。

    丁興祥(1993)。中國傑出創造人才研究:卓越成就的社會心理學。遠流。

    方瑋、邱發忠(2009)。軍事組織創造傾向量表的發展。復興崗學報,95,173-204。https://dx.doi.org/10.29857/FHKAJ.200909.0008

    方麗琴(2006)。打造金鷹傳奇-傑出身心障礙者的創造性人格特質與生活經驗探究〔未出版之碩士論文〕。國立臺灣師範大學。

    毛連塭、郭有遹、陳龍安、林幸台(2000)。創造力研究。心理。

    王秀美、李長燦(2011)。五大人格特質量表中文版之信效度研究。美和科技大學報,5,1-15。

    田秀蘭(2012)。發展取向的生涯理論〔PowerPoint投影片〕。國立臺灣師範大學教育心理與輔導學系。https://www.slideserve.com/dionysius/career-maturity

    行政院內政部(2023)。112年第4週內政統計通報_原住民概況。https://www.moi.gov.tw/News_Content.aspx?n=9&s=275835

    行政院原住民族委員會(2017)。106年臺灣原住民族經濟狀況調查。https://www.cip.gov.tw/zh-tw/news/data-list/C5FBC20BD6C8A9B0/2D9680BFECBE80B62DD2D2C369C62389-info.html

    伍麗華(2022年12月8日)。白晝有光、夜晚有星﹝附圖﹞﹝更新狀態﹞。Facebook。http://pse.is/59r6zx

    伍麗華(2022年11月16日)。一件辛苦的事,從中找樂趣就對了﹝附圖﹞﹝更新狀態﹞。Facebook。http://pse.is/57jsjt

    伍麗華(2022年2月3日)。密密麻麻就是生活的總和﹝附圖﹞﹝更新狀態﹞。Facebook。http://pse.is/598n5k

    伍麗華(2022年11月8日)。猜猜我今天移動多少距離﹝附圖﹞﹝更新狀態﹞。Facebook。http://pse.is/59nquf

    伍麗華(2022年9月27日)。因為那裡是族人希望之所在﹝附圖﹞﹝更新狀態﹞。Facebook。http://pse.is/5945be

    伍麗華(2023年5月14日)。我媽媽嫁三次,但一生沒離開過自己的部落﹝附圖﹞﹝更新狀態﹞。Facebook。http://pse.is/59s4n8

    伍麗華(2022年9月24日)。今天,心中浮出一種離別的傷感,但是很力量﹝附圖﹞﹝更新狀態﹞。Facebook。http://pse.is/596jbv

    伍麗華(2022年9月28日)。今天是教師節,我想謝謝所有教過我的老師﹝附圖﹞﹝更新狀態﹞。Facebook。http://pse.is/58ggn3

    伍麗華(2023年2月1日)。謝謝你,孩子﹝附圖﹞﹝更新狀態﹞。Facebook。http://pse.is/57segp

    伍麗華(2021年11月2日)。台灣後疫情時代與原住民的處境﹝附圖﹞﹝更新狀態﹞。Facebook。http://pse.is/59h5bd

    余秀英(2013)。尋訪一位平凡人,不平凡的傳奇─國小原住民校長Bukut的生命故事(系統編號:101NCNU0631015)〔碩士論文,國立暨南國際大學〕。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/h44g3s

    吳欣蕙(2016)。部落原住民青少年外出求學與生涯建構之研究(系統編號:104NCNU0464013)〔碩士論文,國立暨南國際大學〕。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/26qtsu

    吳武典(1997)。Gardner與Sternberg智能建構模式的整合及人事智能之探討。資優教育季刊,65,1-7。

    吳芝儀(2000)。生涯輔導與諮商:理論與實務。濤石文化。

    吳柏菁(2017年8月11日)。從工業4.0到第四次工業革命。遠見天下文化事業群。https://bookzone.cwgv.com.tw/article/8615

    吳健瑋(2011)。山中百合花:原住民生涯復元之敘事研究。(系統編號:099NCCU5201003)〔碩士論文,國立政治大學〕。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/ets3jq

    吳淑娟(2011)。傑出農民之學習風格、自我導向學習傾向與創新能力關係之研究〔碩士論文,國立暨南國際大學〕。華藝線上圖書館。http://dx.doi.org/10.6837%2fNCNU.2011.00129

    吳淑敏(2008)。傑出女性科學家成功因素與性別議題之探討。資優教育研究學刊,8(1),19-46。

    吳淑敏(2009)。傑出女性科學家生涯發展歷程之探討。特殊教育研究學刊,34(1),75-103。http://dx.doi.org/10.6172%2fBSE200903.3401004

    吳靜吉(2002)。華人學生創造力的發掘與培育。應用心理研究,15,17-42。

    李宜蓁(2019年5月6日)。都市原住民的崎嶇路。報導者。https://www.twreporter.org/topics/urban-indigenous-peoples

    李家兆(2019)。傑出表現心理學的內涵與啟示。資優教育論壇,17(2),34-43。

    李翠玲(1989)。資優殘障者學生與未來成為人才的關聯。資優教育季刊,13,15-16。

    杜曉梅(2015)。原住民身分與文化認同-以原漢雙族裔為例。臺灣原住民研究論叢,17,147-167。

    林幸台(1987)。生計輔導的理論與實施。五南。

    林建德、黃媜琪(2012)。一位陶藝家的生涯歷程之敘說研究。文化創意產業研究學報,2(3),227-242。https://dx.doi.org/10.6639/JCCIR.201209_2(3).0001

    林逸媛(1992)。家庭環境與子女創造性之相關研究〔未出版之碩士論文〕。國立政治大學。

    林瑞珠(2021年7月1日)。石板屋─會呼吸的謙卑建築。alive生活美學誌。https://alive.businessweekly.com.tw/single/Index/ARTL003005451

    林慶勝(2014)。追求卓越:一位原住民女性田徑選手的生命敘說〔未出版之碩士論文〕。國立臺北教育大學。

    林靜怡(2002)。創造力青少年其家庭教養環境之研究-以全國科展得獎國中生為例〔未出版之碩士論文〕。國立臺灣師範大學。

    周惠民(2004)。馬躍自述:一個原住民的都市記憶。原住民教育季刊,(34),127-132。http://dx.doi.org/10.6779/AEQ.200406.0127

    周惠民(2021)。臺灣原住民族教育發展。國家教育研究院。

    邱睿儀(2004)。影響傑出視覺障礙者職業生涯發展因素之研究(系統編號:092NTNU0036001)〔碩士論文,國立臺灣師範大學〕。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/b6ndrw

    邱韻芳(2022年3月22日)。自我認同、歧視、與文化學習 當代大專原青的心理壓力。芭樂人類學。https://guavanthropology.tw/

    施美英(2006)。二位排灣族傑出原住民的生命史研究〔未出版之碩士論文〕。國立屏東教育大學。

    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,48(2),239-253。https://dx.doi.org/10.6300/JNTNU.2003.48(2).05

    胡宗光(2002)。國小原住民學生創造力特質及影響其創造力發展環境因素之研究─以阿美族為例。(系統編號:090NTNU0284013)〔碩士論文,國立臺灣師範大學〕。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/wh4dcf

    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,26,215-240。

    徐銘夆(2007)。臺灣傑出工業設計師之人格特質及創造歷程(系統編號:095NTNU5808007)〔碩士論文,國立臺灣師範大學〕。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/55fym6

    張春興(1989)。張氏心理學辭典。東華書局。

    張添洲(1993)。生涯發展與規劃。五南。

    張雄風(2022年9月3日)。獎勵原住民學術類專門人才 盼深耕專業領域。中央通訊社。http://pse.is/59ln78

    張瀞文(2015年9月7日)。【翻轉偏鄉】文化認同/伍麗華:請給他們有能力的愛。親子天下翻轉教育電子報。https://flipedu.parenting.com.tw/article/008370?rec=i2iad&from_id=001504

    教育部統計處(2020)。原住民族教育概況統計結果提要分析。https://stats.moe.gov.tw/files/analysis/108native_ana.pdf

    許秀美(2011年5月)。人格特質 Personality traits。華人心理輔導中心。http://directory.chinesecounseling.org/zh/mental-health/149-personality-traits

    郭素蘭(1986)。國小資優兒童與普通兒童在家庭社經背景與父母管教態度上的差異〔未出版之碩士論文〕。國立政治大學。

    郭喬心(2003)。國小原住民校長生涯歷程之分析--四個校長的故事(系統編號:091NPTTC576020)〔碩士論文,國立屏東師範學院〕。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/7498uv

    陳宗逸(1995)。家庭背景、教師行為、制握信念與國小學童創造思考相關之研究(系統編號:083NPTT2212004)〔碩士論文,國立屏東師範學院〕。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/b9md84

    陳昭儀(2000)。傑出理化科學家之人格特質及創造歷程之研究。師大學報,45(1),27-45。https://dx.doi.org/10.6300/JNTNU.2000.45(1).02

    陳昭儀(2003)。創意人物研究之回顧與探析。資優教育季刊,87,27-40。https://dx.doi.org/10.6172/BSE200509.2901014

    陳昭儀(2008)。傑出音樂家生涯歷程之研究。特殊教育研究學刊,33(2),113-132。https://dx.doi.org/10.6172/BSE200807.3302006

    陳龍安(2008)。創造思考教學的理論與實際(簡明版)。心理。

    章璿、鍾國芳(2018年9月4日)。有構厲害|植物學家的人類學之旅。開放博物館。http://pse.is/59fqet

    鈕文英(2014)。質性研究方法與論文寫作(修訂版)。雙葉書廊。

    黃奕琵、許光麃(2016)。優秀桌球運動員生涯規劃個案探討。身體文化學報,22,83-103。

    楊淳皓(2018)。跨越兩個世界的追尋—三位原住民教師生涯發展心路歷程的分析。輔導季刊,54(1),16-27。

    楊朝祥(1989)。生計輔導:終生的輔導歷程。行政院青年輔導委員會。

    楊雅婷(2019年7月3日)。掌握2022年工作與技能趨勢(下)。經濟部工業局產業人才發展經濟網。https://www.italent.org.tw/ePaperD/35/ePaper20190700002

    葉乃靜(2012)。質性研究qualitative research。載於圖書館學與資訊科學大辭典(2012年版本)。國家教育研究院。http://terms.naer.edu.tw/detail/1678706/

    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),95-122。https://dx.doi.org/10.6251/BEP.20000612

    葉玉珠(2005)。影響國小學童科技創意發展的因素之量表發展。師大學報,50(2),29-54。(NSC 90-2511-S-110-006)

    葉玉珠(2006)。創造力教學-過去、現在與未來。心理。

    董奇(1995)。兒童創造力發展心理。五南。

    詹秀美(1988)。資優生的親職教育。資優教育季刊,28,6-9。

    詹素娟、浦忠成、蔡光惠、林志興、王新民、范燕秋、張嘉驊(2001)。台灣放輕鬆5-台灣原住民。遠流。

    賈馥茗(1976)。英才教育。開明。

    劉世閔、鄭姿妮(2013)。一位魯凱族校長推展原住民民族教育之個案研究。教育理論與實踐學刊,28,121-153。

    潘淑滿(2003)。質性研究:理論與應用。心理。

    潘裕豐(2007)。臺灣原住民文化創意發展之行動探究-參觀美國、加拿大原住民文化之省思。臺灣原住民研究論叢,1,103-124。http://dx.doi.org/10.29763%2fTISR.200706.0004

    潘裕豐(主編)(2013)。創造力關鍵思考技法。華騰。

    盧純鶴(2014)。傑出工藝家人格特質對其生涯發展影響之研究-以工藝成就獎歷屆得主為例(系統編號:103NTPT0632016)〔碩士論文,國立臺北教育大學〕。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/cd4k7x

    戴秋松(2013)。逐夢、卒夢、築夢:原住民運動員運動參與歷程之個案研究〔未出版之碩士論文〕。國立臺北教育大學。

    羅一萍(1996)。父母的傳統性、現代性、管教方式與兒童的創造力相關之研究(系統編號:083NPTT2212012)〔碩士論文,國立屏東師範學院〕。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/s5ygc9

    貳、外文文獻

    Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357–376. https://doi.org/10.1037/0022-3514.45.2.357

    Amabile, T. M., & Gryskiewicz, S. S. (1987). Creativity in the R&D laboratory (Technical Report No. 30). Center for Creative Leadership. https://doi.org/10.35613/ccl.1987.1088

    Amabile, T. M. (1988). A model of creativity and innovation in organizations. In B. M. Staw, & L. L. Cummings (Eds.), Research in organizational behavior, 10, 123-167. JAI Press.

    Andriopoulos, C. (2001). Determinants of organizational creativity: A literature review. Management Decision, 39(10), 834-840. https://doi.org/10.1108/00251740110402328

    Barron, F., & Harrington, D. M. (1981). Creativity, intelligence, and personality. Annual Review of Psychology, 32, 439-476. https://doi.org/10.1146/annurev.ps.32.020181.002255

    Bogdan, R., & Biklen, S. (2007). Qualitative research for education: An introduction to theory and practice (5th ed.). Pearson Education, Inc.

    Bronfenbrenner, U.(1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

    Charles Murray (2003). Human Accomplishment. HarperCollins.

    Csikszentmihalyi, Mihaly. (1990). Flow: The Psychology of Optimal Experience. Journal of Leisure Research, 24(1), 93-94. https://doi.org/10.1080/00222216.1992.11969876

    Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience: Steps toward Enhancing the Quality of Life. Harper Collins Publishers.

    Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. HarperCollins.

    Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 313–335). Cambridge University Press.

    Csikszentmihalyi, M., & Wolfe, R. (2000). New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.),
    International Handbook of Giftedness and Talent (2nd ed., pp. 81-93). Elsevier Science.

    Davis, G. A. (1989). Testing for creative potential. Contemporary Educational Psychology, 14, 257-274. https://doi.org/10.1016/0361-476X(89)90014-3

    Ekvall, G. (1983). Climate, structure and innovativeness of organizations: A theoretical framework and an experiment (Report 1). FArådet–The Swedish Council for Management and Work Life Issues.

    Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: a guide to methods. SAGE.

    Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic Books.

    Giaconia, R. M., & Hedges, L. V. (1982). Identifying features of effective open education. Review of Educational Research, 52(4), 579-602. https://doi.org/10.2307/1170267

    Gregory J Feist (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and social psychology review, 2(4), 290-309. https://doi.org/10.1207/s15327957pspr0204_5

    Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444-454. https://doi.org/10.1037/h0063487

    Guilford, J. P. (1965). Fundamental statistics in psychology and education. McGraw-Hill.

    Guilford, J. P. (1977). Way beyond the IQ. Great Neck, Creative Synergistic Associates.

    Hale, C., & Windecker, E. (1992). Influences of parent-child interaction during reading on preschoolers’ cognitive abilities, (ERIC No. ED360083). ERIC Publications

    Hall, E. T. (1976). Beyond culture. Anchor Books.

    Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of General Psychology, 13(1), 1-12. https://doi.org/10.1037/a0013688

    Komarraju, M., Karau, S. J., Schmeck, R. R., & Avdic, A. (2011). The big five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51(4), 472-477. https://doi.org/10.1016/j.paid.2011.04.019

    LeCompte, M. D., & Preissle, J. (1993). Ethnography and Qualitative Design in Educational Research (2nd ed.). Academic Press.

    Lincoln, Y. S. & Guba, E. C. (1985). Naturalistic inquiry. SAGE.Lubart, T. I. (1994). Creativity. In R. J. Sternberg (Ed.), Handbook of Perception and Cognition: Thinking and Problem Solving. (pp. 289-332). Academic Press.

    McCrae RR, & Costa PT Jr. (1987), Validation of the five-factor model of personality across instruments and observers. Journal of Personality & Social Psychology, 52(1), 81-90. https://doi.org/10.1037//0022-3514.52.1.81

    Mellou, E. (1996). The two-conditions view of creativity. The Journal of Creative Behavior, 30(2), 126-143. https://doi.org/10.1002/j.2162-6057.1996.tb00763.x

    Merriam, S.B. (1998). Qualitative Research and Case Study Applications in Education. Jossey-Bass Publishers.

    Michel, M., & Dudek, S. Z. (1991). Mother-child relationships and creativity. Creativity Research Journal, 4(3), 281–286. https://doi.org/10.1080/10400419109534400

    Oldham, G.R., & Cummings, A. (1996). Employee Creativity: Personal and Contextual Factors at Work. Academy of Management Journal, 39, 607-634.http://dx.doi.org/10.2307/256657

    Olszewski, P., Kulieke, M., & Buescher, T. (1987), The influence of the family
    environment on the development of talent: A literature review. Journal for the
    Education of Gifted, 11(1), 6-28. https://doi.org/10.1177/016235328701100102

    Policastro, E., & Gardner, H. (1999). From case studies to robust generalizations: An
    approach to the study of creativity. In R. J. Sternberg (Ed.), Handbook of
    creativity.(pp 213–225). Cambridge University Press.

    Rhodes, M. (1961). An analysis of creativity, Phi Beta Kappen, 42, 305-310.

    Richards, R. (2007). Everyday creativity: Our hidden potential. In R. Richards (Ed.), Everyday creativity and new views of human nature: Psychological, social, and
    spiritual perspectives (pp. 25-53). American Psychological Association. https://doi.org/10.1037/11595-001

    Runco, M. A., & Walberg, H. J. (1998). Personal explicit theories of creativity. The Journal of Creative Behavior, 32(1), 1-17.https://doi.org/10.1002/j.2162-6057.1998.tb00803.x

    Rutter, M. (2006). The Promotion of Resilience in the Face of Adversity. In A. Clarke-Stewart & J. Dunn (Eds.), The Jacobs Foundation series on adolescence.
    Families count: Effects on child and adolescent development. (pp 26-52). Cambridge University Press. https://doi.org/10.1017/CBO9780511616259.003

    Simonton, D. K. (1975). Age and literary creativity: A cross-cultural and transhistorical survey. Journal of Cross-Cultural Psychology, 6(3), 259–277. https://doi.org/10.1177/002202217563001

    Simonton, D. K. (1988). Creativity, leadership, and chance. In R. J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives (pp. 386-426).
    Cambridge University Press.

    Stake, R. (1995). The art of case study research. SAGE.

    Sternberg, R. J. (1988). A triarchic view of intelligence in cross-cultural perspective. In S. H. Irvine & J. W. Berry (Eds.), Human abilities in cultural context (pp.
    60-85). Cambridge University Press. https://doi.org/10.1017/CBO9780511574603.003

    Sternberg, R. J. (1990). Metaphors of mind: Conceptions of the nature of intelligence. Cambridge University Press.

    Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. Free Press.

    Sternberg, R. J., & Lubart, T. I. (1996). Investing in creativity. American Psychologist, 51, 677-688. https://doi.org/10.1037/0003-066X.51.7.677

    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). Cambridge: Cambridge University Press.
    https://doi.org/10.1017/CBO9780511807916.003

    Super, D. E. (1963). Self concepts in vocational development. In D. E. Super et al,. (eds.), Career development: Self-concept theory. College Entrance Examination
    Board.

    Super, D. E. (1976). Career education and the meaning of work. Monographs on career education. The office of career Education.

    Super, D. E. (1984). Career and life development. In D. Brown & L. Brooks (Eds.), Career and life development: Applying contemporary Theories to Practice. Jossey-Bass.

    Super, D. E. (1990). A life-span, life-space approach to career development. In D. Brown & L. Brooks (Eds.), Career choice and development: Applying contemporary theories to practice (pp. 197–261). Jossey-Bass.

    Torrance, E. P. & Goff, K. (1990). Fostering Academic Creativity in Gifted Students. ERIC Digest #E484 (ERIC No. ED321489). ERIC Publications

    Vernon, P. E. (1989). The nature-nurture problem in creativity. In J. A. Glover, R. R. Ronning, & C. R. Reynolds (Eds.), Perspectives on individual differences. Handbook of creativity. (pp. 93-110). Plenum Press.

    Wallas, G. (1926). The art of thought. Harcourt, Brace and Company.

    Williams F. E.(1970). Classroom Ideas for Encouraging: Thinking and Feeling (2nd ed.). D.O.K. Publishers Inc.

    Walberg, H. J. (1988). Creativity and talent as learning. In R. J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives (pp. 340-361). Cambridge University Press.

    Yeh, Y. C. (2006). The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy. British Journal of Educational Technology, 37(4), 513-526. (NSC90-2520-S-110-001) (SSCI)

    Yin, R.K. (2003). Case Study Research: Design and Methods. SAGE.

    下載圖示
    QR CODE