大學生後形式思考與創造性表現能力的關係

本研究根據後皮亞傑學派的觀點，探討屬於青年期後期大學生的認知發展層次與創造力表現的關係。樣本包括407位19至25歲的大專校院學生，採用典範信念量表測量形式性思考、相對性思考、以及辨證性思考等三種認知思考型式，使用威廉斯創造力測驗測量創造力表現。辨證性思考、相對性思考與創造力表現的六個向度有顯著正相關，形式性思考則與它們有顯著負相關。事前比較的結果支持後形式性思考者在創造力表現應顯著高於形式性思考者的假設，多變量變異數分析亦顯示相同的趨勢。多元區別分析指出創造力表現的六個向度能夠有效區別形式性思考者與後形式思考者，呼應後形式思考發展與創造力表現的平行關係。本研究最後提出未來研究方向、創造力教學及藝術教育的啓示。

關鍵字

大學生；形式性思考；後形式思考；創造力

並列摘要

The aim of present study was to investigate the relationship between cognitive development levels and creative performance among college students based on the post-Piagetian perspective. Participants were 407 college students, ranging from age 19 to 25 years. The Paradigm Belief Scale was employed to measure the three cognitive styles which are formalistic thinking, relativistic thinking, and dialectical thinking. Williams Creative Thinking Inventory was used to measure participants' creative performance. Correlation Analysis showed that dialectical thinking and relativistic thinking were positively correlated with creative performance, whereas formalistic thinking was negatively correlated with creative performance. The results of planned contrasts revealed that participants with postformal thinking scored higher than those with formalistic thinking, and these findings were consistent with the predictions. Further MANOVA analysis also exhibited a similar pattern in accordance with the findings observed in planned contrasts. Multiple Discriminant Analysis showed that the linear combination of creativity's six dimensions was able to discriminate the participants with formalistic thinking and those with postformal thinking, which echoed the argument describing the corresponding relationship between postformal thinking and creative performance. Future directions and implications for the creativity pedagogy and arts education were also discussed.