臺灣博碩士論文加值系統

碩士論文摘要
論文名稱：年級、城鄉別、出生序、建設性思考、情緒能力與國小高年級學童
科技創造力之關係
學校所別：國立中山大學教育研究所
摘 要 別：九十一學年度第二學期碩士論文摘要
研 究 生：李雅怡
指導教授：葉玉珠博士
摘要內容：
本研究主要目的在探討不同年級、城鄉別、出生序、建設性思考、情緒能力與國小高年級學童科技創造力的關係。本研究以台北市、高雄市與澎湖縣三個地區的國小五、六年級學童為研究對象，有效樣本共計903人。本研究所使用之研究工具包括「建設性思考量表」、「情緒能力量表」與「科技創造力測驗」。資料分析採取之統計方法包括描述統計、單因子多變量變異數分析、單因子單變量變異數分析與全部進入法多元迴歸分析。
本研究之主要發現如下：
一、六年級學童的科技創造力似乎有顯著優於五年級學童的傾向。
二、城市學童的科技創造力似乎有顯著優於鄉村學童的傾向。
三、排行老大的學童之科技創造力似乎有顯著優於排行老三以上學童的傾向。
四、建設性思考對學童的科技創造力表現似乎沒有顯著的效果。
五、情緒能力對學童的科技創造力表現似乎有正面影響。
六、年級、城鄉別、出生序與情緒能力可能為預測學童科技創造力表現的有效指標。
最後，根據本研究之主要發現提出一些建議，提供教育相關單位與未來研究之參考。
關鍵字：年級、城鄉別、出生序、建設性思考、情緒能力、科技創造力

The Relationships between Grade, Residence Area, Birth Order, Constructive Thinking, Emotional Competence and Pupils’ Technological Creativity
Ya-I Li
Abstract
The main purpose of this study was to explore the relationships between grade, residence area, birth order, constructive thinking, emotional competence and fifth to sixth graders’ performance on technological creativity.
The participants included 903 fifth and sixth graders from elementary schools in Taipei City, Kaohsiung City, and Penghu County. The employed instruments were The Constructive Thinking Inventory, The Questionnaire of Emotional Competence, and The Test of Technological Creativity. The applied analysis methods were Descriptive, One-way Multivariate Analysis of Variance, One-way Analysis of Variance, and Multiple Enter Regression. The main findings in this study were as follows:
1. The sixth graders outperformed the fifth graders on the test of technological creativity.
2. Pupils living in urban areas had higher technological creativity than their counterparts in rural areas.
3. The first-born children outperformed the later-born children on the test of technological creativity.
4. Constructive thinking had no significant effects on the pupils’ technological creativity.
5. Emotional competence had positive influences on the pupils’ technological creativity.
6. Grade, residence area, birth order, and emotional competence could effectively predict the pupils’ technological creativity.
Finally, some suggestions were proposed for educational authorities, teachers, parents and the future research.
Keywords: grade, residence area, birth order, constructive thinking, emotional competence, technological creativity

目次

第一章 緒論
第一節 研究動機…………………………………………….... 1
第二節 研究目的與待答問題………………………………… 11
第三節 名詞釋義……………………………………………… 12
第二章 文獻探討
第一節 科技創造力…………………………………………… 15
第二節 情緒能力與科技創造力之關係……………………… 33
第三節 建設性思考與科技創造力之關係…………………… 53
第四節 人口變項與科技創造力之關係……………………… 58
第五節 研究假設……………………………………………… 64
第三章 研究方法
第一節 研究架構……………………………………………... 65
第二節 研究對象……………………………………………... 66
第三節 研究工具……………………………………………... 67
第四節 實施程序…………………………………………….. 73
第五節 資料分析…………………………………………….. 74
第六節 研究限制…………………………………………….. 75
第四章 研究結果
第一節 初步資料分析………………………………………… 76
第二節 人口變項與國小學童科技創造力之關係………….... 86
第三節 建設性思考與國小學童科技創造力之關係………… 93
第四節 情緒能力與國小學童科技創造力之關係…………… 95
第五節 人口變項、建設性思考、情緒能力與國小學童科技
創造力之關係……………………………………….... 98
第五章 討論、結論與建議
第一節 討論…………………………………………………… 102
第二節 結論…………………………………………………… 111
第三節 建議…………………………………………………… 113
參考書目
一、中文部分………………………………………………… 116
二、英文部分………………………………………………… 121
附錄
附錄一 本研究所有變項之相關矩陣………………………. 133
附錄二 國小學童建設性思考量表之修訂…………………. 135
附錄三 國小學童建設性思考量表…………………………. 150
附錄四 國小學童情緒能力量表……………………………. 152
附錄五 科技創造力測驗……………………………………. 154
附錄六 研究工具使用同意書………………………………. 160

表目次

表1 本研究有效樣本人數分配表…………………………………………………… 66
表2 情緒能力量表之分量表名稱與題目分佈………………………………….…... 68
表3 研究對象人口變項之分佈………………………………………………………. 77
表4不同性別的國小高年級學童在建設性思考量表得分的平均數與標準差…..… 77
表5不同性別的國小高年級學童在建設性思考量表得分之多變量變異數分析
摘要表…………………………………………………………………………….. 79
表6不同性別的國小高年級學童在情緒能力量表得分的平均數與標準差……..… 80
表7不同性別的國小高年級學童在情緒能力量表得分之多變量變異數分析
摘要表…………………………………………………………………………..… 82
表8不同性別的國小高年級學童在科技創造力測驗得分的平均數與標準差…..… 83
表9不同性別的國小高年級學童在科技創造力測驗得分之多變量變異數分析
摘要表…………………………………………………………………………..… 85
表10不同年級的國小高年級學童在科技創造力測驗得分的平均數與標準差….... 86
表11不同年級的國小高年級學童在科技創造力測驗得分之多變量變異數分析
摘要表………………………………………………………………………….... 87
表12不同城鄉別的國小高年級學童在科技創造力測驗得分的平均數與標準差….. 88
表13不同城鄉別的國小高年級學童在科技創造力測驗得分之多變量變異數分析
摘要表………………………………………………………………………........ 89
表14不同出生序的國小高年級學童在科技創造力測驗得分之多變量變異數分析
摘要表………………………………………………………………………….... 91
表15不同出生序的國小高年級學童在科技創造力測驗得分之事後比較摘要表.... 92
表16不同建設性思考傾向的國小高年級學童在科技創造力測驗得分的平均數與
標準差…………………………………………………………………………… 93

表17不同建設性思考傾向的學童在科技創造力測驗得分之多變量變異數分析
摘要表………………………………………………………………………… 94
表18不同情緒能力的國小高年級學童在科技創造力測驗得分的平均數與
標準差………………………………………………………………………….. 95
表19不同情緒能力的學童在科技創造力測驗得分之多變量變異數分析摘要表.. 96
表20不同情緒能力的國小高年級學童在科技創造力測驗得分之事後比較摘要表97
表21年級、城鄉別、出生序、建設性思考、情緒能力、科技創造力(含各指標)
相關矩陣………………………………………………………………………... 99
表22 年級、城鄉別、出生序、建設性思考、情緒能力預測科技創造力表現之
全體進入多元迴歸分析摘要表……………………………………………… 100
表23 假設考驗的主要結果………………………………………………………..... 102

圖目次

圖1 創造力理論的資訊系統模式…………………………………………………… 29
圖2 情緒智力的概念圖……………………………………………………………… 39
圖3 研究架構圖…………………..………………………………………………….. 65
圖4 不同性別國小高年級學童在建設性思考量表得分之平均數圖……………… 78
圖5不同性別國小高年級學童在情緒能力量表得分之平均數圖…………………. 80
圖6不同性別國小高年級學童在科技創造力測驗各項指標得分之平均數圖……. 84
圖7不同年級之國小高年級學童在科技創造力測驗各項指標得分之平均數圖…. 87
圖8不同城鄉別之國小高年級學童在科技創造力測驗各項指標得分之平均數圖 89
圖9不同出生序之國小高年級學童在科技創造力測驗各項指標得分之平均數圖 90
圖10不同建設性思考傾向的學童在科技創造力測驗各項指標得分之平均數圖... 94
圖11不同情緒能力之學童在科技創造力測驗各項指標得分之平均數圖………... 96

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羅芝芸（1999）。兒童認知風格、情緒智力與問題解決能力之相關研究。國立高雄師範大學教育學系未出版之碩士論文。


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