本研究旨在瞭解不同性別之國小高年級學童害怕被嘲笑相關特質、創造能力、創造傾向的差異情形，並探討國小高年級十至十二歲之學童害怕被嘲笑相關特質與其創造能力、創造傾向之內涵及彼此的關係，以釐清三者之脈絡及對國小高年級學童的影響。研究對象為臺灣地區國小高年級學童，採用陳學志、詹雨臻、Ruch和Proyer（in press）翻譯編製的中文版嘲笑風格量表（PhoPhiKat-TC questionnaire），吳靜吉（1998）新編創造思考測驗及威廉斯創造性傾向量表（F. E. Williams 編製，林幸台、王木榮等修訂，1994），三者作為研究工具，有效問卷達1038份。
　　資料分析結果：多變量變異數分析不同性別的國小高年級學童整體而言在嘲笑風格、創造能力、創造傾向表現上皆有差異，且男生在「喜笑人」、「喜被笑」嘲笑風格與「獨創力」創造能力皆高於女生；女生則在圖形創造能力「精進力」、「想像力」與「挑戰性」創造傾向高於男生。多元迴歸分析出害怕被嘲笑相關特質之「喜被笑」對語文及圖形創造能力之「流暢力」、「變通力」、「獨創力」三者有預測效果，代表「喜被笑」得分愈高，所表現出各類別的語文及圖形之創造能力也愈高。嘲笑風格之「怕被笑」與「喜被笑」達顯著負相關；「喜被笑」與「喜笑人」達顯著正相關；「怕被笑」與「喜笑人」達顯著正相關。以階層迴歸分析創造傾向的中介效果，即嘲笑風格經由創造傾向中介對創造能力的預測效果，結果顯示嘲笑風格中的「喜被笑」可藉由創造傾向中的「想像力、「挑戰性」及「冒險性」的中介效果，有效預測語文及圖形之創造能力。「怕被笑」則無法藉由創造傾向的中介效果預測創造力。
　　本研究對教育上的貢獻在於瞭解國小學童在同儕團體中害怕被嘲笑相關特質與創造傾向，對於創造能力的表現與影響，以作為相關的教學輔導與應用。

一、中文部分
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二、英文部分
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