臺灣博碩士論文加值系統

　　基於威廉斯創造力測驗（CAP）重新修訂，其信度與效度也有重新建立的必要。本研究目的旨在建立威廉斯創造力測驗修訂版之信效度，此次修訂的內容包含創造性思考活動與創造性傾向量表兩項工具，研究使用的信度分析種類包含內部一致性與評分者間一致性，效度則以效標關聯效度為主。研究對象為全台各區國小三年級至高中職三年級，創造性思考活動有效樣本為4543份，創造性傾向量表為4478份。研究結果與結論顯示如下：
一、威廉斯創造力測驗具有良好的信度。內部一致性方面，創造性思考活動的α係數介於.400～.909，創造性傾向量表的α係數介於.493～.799。評分者間一致性方面，創造性思考活動的評分者間相關係數介於.630～.909，且皆達顯著水準（p < .001）。
二、威廉斯創造力測驗具有良好的效度。效標關聯效度方面，創造性思考活動與TTCT圖形版的相關係數在流暢、精密、開放與標題等四項分量表的相關係數介於.565~.732，且皆達顯著水準（p < .01），唯有獨創未達顯著（r=-.052），創造性傾向量表與國小學童科技創意發展個人因素量表的四項分量表相關係數介於.332～.537，且全部分數皆達顯著水準（p < .05）。
　　最後，本研究建議未來可朝更合適的效標選擇與更多元的效度建立發展，供往後相關研究參考。

關鍵字：創造力、標準化測驗、信度、效度

　　On the basis of Creativity Assessment Packet (CAP) revised recently, the reliability and validity of revised CAP should be further investigated. This study aimed to build validity and reliability into revised CAP. The revised content included two creativity test, “Exercise in Divergent Thinking” and “Exercise in Divergent Feeling”. The study used internal consistency, inter-rater reliability and criterion-related validity as methods to build validity and reliability into revised CAP. Data of Exercise in Divergent Thinking were gathered from 4543 3rd grade to 12th grade students. As for Exercise in Divergent Feeling, 4478 3rd grade to 12th grade students were participated. Results of the study are shown as follows:
(a) Revised CAP had good reliability. In terms of internal consistency, the Cronbach’s α of “Exercise in Divergent Thinking” ranged from .400 to .909, while “Exercise in Divergent Feeling” ranged from .493 to .799. In terms of inter-rater reliability, the correlation of coefficient between two raters’ rating of “Exercise in Divergent Thinking” ranged from .630 to .909, and all subscales were significantly correlated (p < .001).
(b) Revised CAP had good validity. In terms of criterion-related validity,
the correlation of coefficient between “Exercise in Divergent Thinking” and TTCT figure form , the score of fluency, elaboration, openness and title were significantly correlated (r=.565~.732, p < .01), except the score of originality was not significantly correlated（r=-.052）.The correlation of coefficient between “Exercise in Divergent Feeling” and “Inventory of Personal Factors in Pupils' Technological Creativity Development” (IPF-PTCD) were ranged from .332 to .537, and all subscales were significantly correlated (p < .01).
In the end, this study suggested that researcher could choose better criterion for criterion-related validity in the future, and use different methods to investigate validity of creativity test.


Key words: Creativity, Standardized test, Reliability, Validity

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 3
第三節 名詞釋義 4

第二章 文獻探討 6
第一節 創造力的內涵 6
第二節 測驗工具的信效度與其在創造力測驗的應用 12
第三節 威廉斯創造力測驗的修訂 20

第三章 研究方法 28
第一節 研究架構 28
第二節 研究對象 29
第三節 研究工具 31
第四節 研究步驟 36
第五節 資料分析 38

第四章 研究結果與討論 39
第一節 信度 39
第二節 效度 43

第五章 研究結論與建議 46
第一節 結論 46
第二節 建議 47

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中文部分 50
英文部分 51

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