The Relationship between Conscientiousness and Creativity under Explicit Instruction

外顯教導下的審慎性與創造力的關係

邱發忠(Fa-Chung Chiu) ； 陶聖屏(Sheng-Ping Tao)

《創造學刊》 8卷1期 (2017/03) Pp. 1-20

摘要

The purpose of this study was to explore the relationship between conscientiousness and creativity under explicit instruction (EI). After performing conscientiousness scales, 50 participants were randomly assigned to an EI group or a control group. We then applied a creative imagination task involving 3 indicators (i.e., originality, practicality, and beyond reality) to measure the creative imagination performance of participants. The results showed that under the control condition, conscientiousness negatively related to originality and beyond reality, but not practicality. The findings also indicated that the EI method of future thinking increased the performances of practicality and beyond reality, but not originality. In conclusion, conscientiousness negatively relates to creative thinking; however, the relationship between them can be positive under the condition of EI.

關鍵字

Conscientiousness ； creative imagination ； explicit instruction

並列摘要

本研究目的在探究創造技巧教導 （外顯教導）狀況下，個體審慎性特質、創造技巧教導及創造力間的關係。首先，50 位大學生被施測審慎性分量表。接下來，參與者被隨機分派至創造技巧教導與控制組，經各狀況操弄後，施測創造想像作業。結果發現在控制組狀況下，審慎性與獨創性與超越現實指標呈現負相關，然而，與實用性未呈現相關。也發現在創造教導狀況下，會提升實用性與超越現實的表現，然而，獨創性卻未顯現出效果。因此，雖然個體審慎性特質與創造思考呈現負相關，然而，在創造技技巧教導狀況下卻呈現正向的關係。

並列關鍵字

審慎性 ； 創造想像 ； 外顯教導