臺灣博碩士論文加值系統

本研究係以技職院校二技在職專班學生為研究對象，旨在探討影響成人學習者之思考風格與創造力的個人背景變項，並瞭解思考風格與創造力相關之情形，以提供成人教育學術研究領域與實務工作者之參考。

為達此一目的，本研究採問卷調查法，以「個人基本資料調查」、「竹筷子創造力測驗」、及「成人學習者思考風格量表」等三部分為研究工具，有效樣本共711份。經過統計分析後，獲得以下六點結論：
一、 成人學習者思考風格以階層型最顯著，全球型最不顯著。
二、 成人學習者之思考風格與性別、年齡、以及工作年資等個人背景變項有關。
三、 成人學習者之創造力相當高。
四、 成人學習者之創造力與性別、年齡、專長領域、職業類別、工作年資等個人背景變項有關。
五、 成人學習者之思考風格與創造力具有相關。
六、 個人背景變項與思考風格對成人學習者創造力具有預測力。

根據上述研究結論，本研究分別對成人教育機構、成人教師、政府機關、成人學習者、與未來研究等五方面提出建議如下：
一、 對成人教育機構之建議
1、 修正課程並提供成人學習者有活用知識的機會。
2、 課程須能發展學習者多元觀點，使其思考具有彈性。
二、 對成人教師之建議
1、 了解學生思考風格特性並在教學與評量時納入考慮，以提升學習效果與滿意度。
2、 提升成人的學習動機，並使創造力有具體發揮之空間。
三、 對政府機關之建議
1、 訂定相關政策、整合政府機關內相關資源，積極提升成人的創造力。
2、 結合民間資源，開拓成人發展創造力的機會。
四、 對成人學習者之建議
1、 了解自己並勇於表達想法，透過多元角度對社會價值觀做適當判斷，以使思考風格具有彈性
2、 肯定自己的能力並持續學習，以豐富知識與經驗基礎，尋求發揮創造力的機會
五、 對未來研究之建議
1、 納入其他因素為研究變項。
2、 擴展研究地區並增加樣本來源。
3、 可兼採訪談或觀察等質性研究方法，或者採用實驗研究法。
4、 增加對創造力「產品」之評量方式。
5、 進行縱貫研究。

The study is aimed to investigate thinking styles and creativity in adult learners. The students enrolled in the technical colleges and universities of science and technology were used as the subjects, and a total of 711 were studied. Besides demographic data, “Unusual uses of chopsticks ”and “Thinking style inventory of adult learners” were used as the instruments of this study.

Statistical analysis yielded the following results:
1、 Adult learners tended to be more of “hierarchical style” and less of “global style”.
2、 Three (including: gender, age, and the length of working) out of the five background variables were significantly related to thinking styles.
3、 Adult learners were highly creative.
4、 The creativity of adult learners were related to all of the five background variables, including: gender, age, fields of expertise, occupation, and the length of working.
5、 Background variables and thinking styles were able to predict the creativity of adult learners.

Based on the results mentioned above, some suggestions were proposed to adult education institutes, adult teachers, the government, adult learners, and future researchers.

第一章 緒論··························································································································1
第一節 問題背景與重要性··························································································1
第二節 研究動機與目的······························································································4
第三節 研究方法與步驟······························································································8
第四節 名詞釋義·········································································································10
第五節 研究範圍與限制·····························································································11


第二章 文獻探討···················································································································14
第一節 創造力觀念之演進、意義、內涵、與評量····················································14
第二節 創造力之重要理論···························································································33
第三節 思考風格之意義、類型與評量········································································47
第四節 思考風格之理論·······························································································58
第五節 創造力、思考風格與個人背景變項關係之探討···········································64
第六節 思考風格與創造力關係之探討·······································································73


第三章 研究設計與實施·······································································································79
第一節 研究架構與研究問題·······················································································79
第二節 研究樣本···········································································································82
第三節 研究工具···········································································································84
第四節 實施程序及資料處理·······················································································96


第四章 研究結果分析與討論·······························································································98
第一節 受試者基本資料分析·······················································································98
第二節 受試者思考風格及其相關因素之分析·························································102
第三節 受試者創造力及其相關因素之分析·····························································143
第四節 受試者思考風格與創造力之相關分析·························································156
第五節 受試者個人背景變項與思考風格對創造力之預測分析·····························159

第五章 結論與建議·············································································································167
第一節 發現·················································································································167
第二節 結論·················································································································169
第三節 建議·················································································································172


參考文獻·································································································································181
一、中文部分·················································································································181
二、英文部分·················································································································184

附錄·········································································································································194
附錄一 「成人學習者思考風格量表」初稿······························································194
附錄二 「成人學習者思考風格量表」初稿效度評定用表······································198
附錄三 「成人學習者思考風格量表」預試問卷·······················································210
附錄四 「成人學習者思考風格量表」正式問卷·······················································214
附錄五 受試者思考風格功能層面之分析表·····························································217
附錄六 受試者思考風格形式層面之分析表·····························································220
附錄七 受試者思考風格範圍層面之分析表·····························································224
附錄八 受試者思考風格形式層面之分析表·····························································226
附錄九 受試者思考風格功能層面之分析表·····························································229

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英文部分
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