想像思考測驗的發展
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2012
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本研究旨在發展「想像思考測驗」。經由文獻分析得知，想像思考包含四個因素：(1)流暢性、(2)變通性、(3)超越現實性及(4)鮮明性，由此發展測驗形式與計分指標。研究者先進行想像思考測驗之編製與預備性研究，以臺北市及嘉義縣150名高中學生為預試樣本，透過獨立樣本t檢定及二因子變異數分析確認「未來背包」題項適合作為正式題本。接著，以流暢、變通、超越現實、鮮明做為預測變項，以共識評量分數做為效標變項進行迴歸分析，進一步確認影響想像思考表現的主要因素包含(1)超越現實性及(2)鮮明性，並據此發展「想像思考測驗」之正式題本。研究者以臺灣區234名高中職學生為正式樣本進行施測，以「新編創造思考測驗」、「未來想像傾向量表」、「華─葛氏批判思考量表」中文版等測驗或量表為效標求取相關，和比較有無接受未來想像訓練高中學生想像思考測驗得分的差異，來做為效標關聯效度之證據。研究結果如下：
一、研究者針對「想像思考」構念編製測驗，以「未來背包」為題目，採圖、文兼具之測驗形式，計分指標則包含「超越現實」及「鮮明」兩個測量面向。
二、「想像思考測驗」在信效度檢驗方面，一致性信度Cronbach’s值超越現實為.945，鮮明為.923；兩種指標之再測信度則分別為.555和.320，均達中等相關；在效標關聯效度部分，超越現實指標與「新編創造思考測驗」之各分測驗均有低度到中度的顯著相關 (.254~.447) ；與「未來想像傾向」及「批判思考量表」則無相關。另一方面，「鮮明」指標與「未來想像傾向」有.478的顯著相關，與「新編創造思考測驗」及「批判思考量表」則無相關。此外，本測驗以參加未來想像社團之學生為效標組，與對照組比較起來，在超越現實指標上確實得分較高。
最終，研究者依據研究結果提出建議，供後續研究及實務工作之參考。
The main purpose of this study aims to construct and validate “Imaginative Thinking Tests”. According to literature review, imaginative thinking comprises four components: fluency, flexibility, beyond reality and vividness, respectively. Besides, the former four components were taken to take shape the tests and rating indices. In order to construct the formal tests, a total 150 senior high school students living in Taipei city and Chiayi County were selected as pretest-sample students. After data collection, the researcher adopted Independent-Sample T Test and Two-way ANOVA to explore the relationship between the four indices and consensual assessment. Then, Regression analysis was also used to confirm the main effective components of imaginative thinking (beyond reality and vividness were predictor variables, and scores of consensual assessment were criterion variables). Through analysis, it revealed that “beyond reality “and “vividness “ were indispensible units in imaginative thinking. The sample for the formal study was 234 senior high school students and vocational high school students. In reliability validation, test-retest reliability was adopted to ensure stability of the tests. For validity, the “New Creative Tests”, the “Scale of Future Imagination Disposition” and the “Watson-Glaser Critical Thinking Appraisal” were criteria to obtain criterion-related validity. The results are as followed: 1. In this study,” The Imaginative Thinking Tests” which comprised verbal and figural activities was developed, and the crucial rating indices were "beyond reality" and " vividness ". 2. With regard to reliability of this instrument, the Cronbach's α of "beyond reality" was .945, and of " vividness " was .923.The test-retest reliability of the two rating indices were .555 and .320, respectively. 3. In Criterion-Related Validity, the scores of "beyond reality" correlated significantly with that of the “New Creative Tests” but not significantly with that of WGCTA. There was significant correlation (r=.48) between the scores of " vividness " and that of the “Scale of Future Imagination Disposition”. Besides, compare with control group, pupils who attending future imagination courses had higher scores on index of beyond reality. Finally, there are some main suggestions and recommendations from the results for future study and teachers.
The main purpose of this study aims to construct and validate “Imaginative Thinking Tests”. According to literature review, imaginative thinking comprises four components: fluency, flexibility, beyond reality and vividness, respectively. Besides, the former four components were taken to take shape the tests and rating indices. In order to construct the formal tests, a total 150 senior high school students living in Taipei city and Chiayi County were selected as pretest-sample students. After data collection, the researcher adopted Independent-Sample T Test and Two-way ANOVA to explore the relationship between the four indices and consensual assessment. Then, Regression analysis was also used to confirm the main effective components of imaginative thinking (beyond reality and vividness were predictor variables, and scores of consensual assessment were criterion variables). Through analysis, it revealed that “beyond reality “and “vividness “ were indispensible units in imaginative thinking. The sample for the formal study was 234 senior high school students and vocational high school students. In reliability validation, test-retest reliability was adopted to ensure stability of the tests. For validity, the “New Creative Tests”, the “Scale of Future Imagination Disposition” and the “Watson-Glaser Critical Thinking Appraisal” were criteria to obtain criterion-related validity. The results are as followed: 1. In this study,” The Imaginative Thinking Tests” which comprised verbal and figural activities was developed, and the crucial rating indices were "beyond reality" and " vividness ". 2. With regard to reliability of this instrument, the Cronbach's α of "beyond reality" was .945, and of " vividness " was .923.The test-retest reliability of the two rating indices were .555 and .320, respectively. 3. In Criterion-Related Validity, the scores of "beyond reality" correlated significantly with that of the “New Creative Tests” but not significantly with that of WGCTA. There was significant correlation (r=.48) between the scores of " vividness " and that of the “Scale of Future Imagination Disposition”. Besides, compare with control group, pupils who attending future imagination courses had higher scores on index of beyond reality. Finally, there are some main suggestions and recommendations from the results for future study and teachers.
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想像思考, 流暢力, 變通力, 超越現實力, 鮮明力, imaginative thinking, fluency, flexibility, beyond reality, vividness