創造力行為模式與創造力成分理論對高中學生工程設計創意表現影響之研究

Abstract

本研究旨在探究創造力行為模式與創造力成分理論的潛在變因：行為態度、過去行為、預期情緒、行為意圖、創意動機、領域知能與創造力知能，是否能對高中生工程設計創意表現具有實質影響。本研究對象為240位高中生進行立意取樣問卷調查，以理論推導來建構本研究「高中生工程設計創意表現之結果評估模型」，並以結構方程模型為研究工具分析工程設計創意表現之學習結果相關影響因素與路徑關係。本研究結論如下：（一）已探究出創造力行為模式與高中生工程設計創意表現之結構方程模型，其中過去行為對行為態度、行為意圖與創意表現均有顯著影響，行為態度與預期情緒對行為意圖有顯著影響，惟行為意圖並未如預期對創意表現之影響達顯著水準，另預期情緒對創造力成分理論的創意動機有顯著影響；（二）已探究出創造力成分理論式與高中生工程設計創意表現之結構方程模型；其中創意動機對領域知能、創造力知能與創意表現均有顯著影響，領域知能與創造力知能並未如預期對創意表現之影響達顯著水準；（三）透過結構方程模式分析建立本研究模型，並分析各變項間所有路徑關係，模型非完全符合預期假設，但仍可建立本研究之基本架構模式。This study aimed to explore the potential factors of creative behavior patterns and creative component patterns: behavioral attitude, past behavioral experiences, anticipated emotions, behavioral intention, creative motivation, domain knowledge, and creative intelligence. The study investigated whether these factors have a substantial impact on high school students’ creative performance in engineering design. A purposive sampling questionnaire survey was conducted among students in regular senior high schools offering life technology courses. The study included 240 regular high school students with the purpose of identifying the factors influencing high school students' creative expressions in engineering design. The study constructed the “Outcome Assessment Model for High School Students' Creative Expressions in Engineering Design” based on theoretical deduction. Structural equation modeling was used as a research tool to analyze the relevant influencing factors and path relationships related to learning outcomes in engineering design creativity. The conclusions of this study were as follows: (1) A structural equation model for creative behavior and high school students’ creative expressions in engineering design had been explored. Past behavior significantly influenced behavioral attitude, behavioral intention, and design performance. Behavioral attitude and anticipated emotions had a significant impact on behavioral intention. However, the expected influence of behavioral intention on design performance did not reach a significant level. Additionally, anticipated emotions significantly affected the creative motivation in the creative component pattern model. (2) Structural euation modeling（SEM）for the model of the componential theory of creativity and high school students’ creative expressions in engineering design had been explored. Creative motivation significantly influenced domain knowledge, creative intelligence, and design performance. However, domain knowledge and creative intelligence did not reach a significant level of influence on design performance as expected. (3) The structural equation modeling analysis established the basic framework model of this study, although the model did not completely conform to the expected assumptions.