創意人格特質與創意寫作表現的相關研究---以創意歷程為中介變項
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2020
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寫作能力是現今邁向未來的關鍵能力之一，過去對於寫作表現的研究，較著重於教學法介入，鮮少探討影響創意寫作表現之因子。因此，本研究旨在了解創意人格特質、創意歷程及創意寫作表現之間的相關性，並檢驗創意歷程是否作為中介變項影響創意人格特質與創意寫作表現之關係。
本研究對象為126名國中生，先後進行團體施測與單獨施測，團體施測之研究工具包括「威廉斯創造性傾向量表」、「新編創造思考測驗──竹筷子的不尋常用途」、「青少年版中文詞彙遠距聯想測驗」與「情境式創意寫作（題目：寫給古代名人ＯＯＯ的一封信)」，單獨施測之研究工具為「詞彙判斷作業」。
結果發現，創意人格特質、不同創意歷程與創意寫作之間有顯著相關，但連結斜率僅與創意寫作表現有顯著正相關；接著，進一步檢驗不同創意歷程之中介分析，分成一般中介分析與平行中介分析，在一般中介分析中發現，發散性與封閉性創意歷程作為顯著之中介變項，而在平行中介分析中發現，發散性與封閉性創意歷程是同時中介創意人格特質與創意寫作表現。換句話說，具有創意人格特質之國中生，需透過發散性與/或封閉性創意歷程，有助於提升創意寫作表現。本研究結果有助於了解影響國中生寫作之因子，並提供現場教師對於創意寫作教學之課程安排建議，提高學生發散性與封閉性創意思考之能力。
Writing is one of the critical abilities for the future. Studies for writing performance put more emphasis on teaching techniques, but paid less attention to what affected creative writing performance. Therefore, the purpose of this study was to research the relationship among creative personality, creative process and creative writing performance, and to examine whether the creative process could affect the relationship between creative personality and creative writing performance as the mediator. In this study, the researcher chose 126 junior high school students to participate the group tests and the individual test. The group tests consisted of “ Creativity Assessment Packet part II”, “Alternative test”, “Chinese Word Remote Associates Test -Adolescent” and “Situational creative writing-A Letter for a Historical Person”. The individual test contained “Lexical Decision Task”. The finding of this study as follows: (1) Creative personality, creative process and creative writing performance were significantly positive related. However, the associative slope was only significantly positive related to creative writing performance. (2) To separately examine divergent and convergent thinking as the mediator, both had significantly effect on the mediation model. In further analysis, divergent and convergent thinking could be the parallel mediators which were significantly positive related to creative personality and creative writing performance. In other words, junior high school students who had creative personality could enhance creative writing performance through divergent and / or convergent thinking. This study contributed to know what affected junior high school studens’ writing performance, how to increase divergent and convergent thinking, and provided suggestions for teaching creative writing.
Writing is one of the critical abilities for the future. Studies for writing performance put more emphasis on teaching techniques, but paid less attention to what affected creative writing performance. Therefore, the purpose of this study was to research the relationship among creative personality, creative process and creative writing performance, and to examine whether the creative process could affect the relationship between creative personality and creative writing performance as the mediator. In this study, the researcher chose 126 junior high school students to participate the group tests and the individual test. The group tests consisted of “ Creativity Assessment Packet part II”, “Alternative test”, “Chinese Word Remote Associates Test -Adolescent” and “Situational creative writing-A Letter for a Historical Person”. The individual test contained “Lexical Decision Task”. The finding of this study as follows: (1) Creative personality, creative process and creative writing performance were significantly positive related. However, the associative slope was only significantly positive related to creative writing performance. (2) To separately examine divergent and convergent thinking as the mediator, both had significantly effect on the mediation model. In further analysis, divergent and convergent thinking could be the parallel mediators which were significantly positive related to creative personality and creative writing performance. In other words, junior high school students who had creative personality could enhance creative writing performance through divergent and / or convergent thinking. This study contributed to know what affected junior high school studens’ writing performance, how to increase divergent and convergent thinking, and provided suggestions for teaching creative writing.
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創意寫作表現, 創意人格特質, 創意歷程, 連結理論, creative writing performance, creative personality, creative thinking process, associative theory