情感特質、情緒狀態及解題時期對創造力表現之影響

黃瑜(Yu Huang)

指導教授 ： 陳學志 ； 鄭慶民

國立臺灣師範大學/科技學院/工業教育學系/碩士(2006年)

摘要

論文摘要
論文名稱：情感特質、情緒狀態及解題時期對創造力表現之影響
學校所別： 國立台灣師範大學工業教育研究所
摘 要 別： 九十五學年度第二學期碩士論文摘要
研 究 生： 黃瑜
指導教授： 陳學志博士、鄭慶民 教授

摘要內容：
本研究旨在探討高職學生之情緒正、負向度在不同解題時期的創造力表現是否有所差異，以及探討情感特質與情緒狀態交互作用下，在不同解題時期對高職學生創造力表現之影響。
本研究以宜蘭縣某公立高商夜校學校二年級六個班級的學生為研究對象，共有兩個實驗，採用準實驗研究法之不等組前後測設計。實驗一將高職學生依班級為單位隨機分派為兩組，實驗組一為正向情緒操弄組，施以正向之情緒導引；實驗組二為負向情緒操弄組，施以負向之情緒導引。實驗二將高職學生依班級為單位隨機分派為四組，負向情感特質/負向情緒狀態組、負向情感特質/正向情緒狀態組、正向情感特質/負向情緒狀態組及正向情感特質/正向情緒狀態組。
本研究工具包括有：「情緒特質量表」、「身心狀態調查表」、「想像回憶材料」及「創造思考測驗」。所得之資料分別採描述統計、t考驗、單變量變異數分析等統計方法加以分析。
本研究主要發現如下：
一、在本研究結果推論可得，負向情感特質者比正向情感特質者創造力表現較佳。
二、在本研究結果推論可得，負向情感特質者經正向情緒操弄，所得效益大，其創造力表現較佳。
　　最後，根據本研究主要發現提出若干意見，以供相關單位人員在教育及學術研究上做為參考。

關鍵字

情緒狀態 ； 情感特質 ； 創造力

並列摘要

The Relationships between Emotional Traits , Emotion ,Time and Creativity
YU HUANG
Abstract
The main purposes of this study were (a) to investigate the differences of students’ performances on creativity in different induced moods; and (b)to explore the relationships between Emotional Traits、Emotional States , Time and the students’ performances on creativity.
An unequal group pretest-posttest design was employed in these studys . Study1 The participants consisted of 6 classes of students, randomly distributed into 2 groups: the experimental group A (n = 16) which received positive mood induction and the experimental group B (n = 16) which received negative mood induction。Study2 The participants consisted of 4 classes of students, randomly distributed into 4 groups: the experimental group A (n = 15 ) which negative emotional Traits /negative mood induction、the experimental group B (n = 14) which negative emotional Traits / positive mood induction、the experimental group C (n = 15) which positive emotional Traits / negative mood induction、and the experimental group C (n = 12) which positive emotional Traits / positive mood induction。
The employed instruments were The Questionnaire of Emotional Traits, The Questionnaire of Emotional States, 「induced emotional matter」and The Test of Creativity .The applied analysis methods were Descriptives , single Analysis of Variance.
The findings and conclusions of this study were as follows:
1. Negative emotional traits were a better facilitator for the students’ performance on creativity than positive emotional traits.
2. Positive emotional traits induced positive moods were able to promote students’ performance on the invention of creativity.
Finally, some suggestions were proposed for teachers, relative educational institutions, parents and further study.

參考文獻

邱發忠 (2005)，創造力認知機制運作之探究。國立臺灣師範大學教續心理與輔導學系博

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Organizational Behavior, 10, 123-67.