Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/33016
題名: 創意、分析與實用的目標要求對大學生視覺設計表現的影響
作者: 朱琇慧
貢獻者: 吳靜吉
朱琇慧
關鍵詞: 目標要求
創新導向
分析批判導向
實踐導向
日期: 2003
上傳時間: 17-Sep-2009
摘要: O’Hara & Sternberg(2001)的研究主要目的在探討目標要求和思考風格對美國大學生論說文寫作表現(essay-writing performance)的交互影響,本研究同樣也在探討不同的目標要求,對不同個人風格的臺灣大學生,在視覺設計表現上的影響。本研究和O’Hara & Sternberg(2001)的研究一樣,目標要求的設計皆分為創意目標、分析目標與實用目標,而不同的是,本研究除以視覺設計取代論說文寫作之外,並另外編制測量學生的創新導向、分析批判導向與實踐導向的個人風格量表,以代替O’Hara與 Sternberg研究中所測量的立法型、司法型與行政型思考風格。\n\n 本研究採實驗研究法,以167名(男生68位,女生99位;自願參與83位,非自願參與84位)政治大學的學生為研究樣本,將其隨機分派到創意組(N=41)、分析組(N=42)與實用組(N=41)三個實驗組,以及一個控制組(N=43)中。實驗程序分為兩階段,首先,透過文字的說明傳達目標要求,創意組要求發揮創造力,分析組要求展現比較、分析的能力,實用組要求發揮講究實用性與實踐性的能力,控制組則無特定要求,請受試者依說明的內容完成視覺設計。接著,請受試者填寫「背景資料量表」與「個人風格量表」。本研究所使用的「背景資料量表」,包括「相關經驗」、「樂趣程度」、「特質傾向」三個部分;「個人風格量表」中含三個分量表,分別為吳靜吉等人(民85)改編自Scott & Bruce(1994)的「創新行為量表」,與自編的「分析批判導向量表」、「實踐導向量表」。學生的視覺設計表現,由六位評分者依據Amabile(1996)的「共識評量法」進行評分,其中三位為視覺設計專家,其他三位為具專兼任相關工作經驗的廣告系所畢業生,六位評分者的信度(Cronbach α)在創意性表現方面為.91,在分析性表現方面為.86,在實用性表現方面為.84。\n\n 本研究以階層迴歸分析驗證研究假設,考驗「相關經驗」、「目標要求」、「個人風格」、「樂趣程度」與「交互作用」(目標要求*個人風格)等預測變項,分別對創意性、分析性與實用性三種視覺設計表現的影響,研究結果顯示:在目標要求方面,創意目標的要求不僅能提昇學生的創意性表現,對分析性表現也有幫助,分析目標會提高分析性表現,實用目標對三種表現則都沒有顯著預測力;在個人風格方面,學生的創新導向最能預測創意性的表現;在交互作用的部分,目標要求與個人風格在創意性、分析性與實用性表現上都沒有交互作用存在;在相關經驗與樂趣程度方面,當學生在視覺設計上擁有的經驗愈多,樂於投入的內在動機愈強時,對其展現創意性、分析性與實用性表現都有正向的重要影響。另外,由於本研究的受試者來源包含自願參與和非自願參與的學生,為瞭解此兩類學生的表現差異,進一步以二因子變異數分析進行探討,結果發現自願參與學生的創意性、分析性與實用性視覺設計表現,均顯著優於非自願參與的學生。\n\n 最後,根據研究結果,本研究從教學輔導與未來研究兩方面提出建議,作為教師教學與未來研究參考。關於教學方面:1.將創造力納入教學目標與表現評量中;2.解讀並支持學生的個人風格;3.滿足學生學習的樂趣並運用其相關經驗。關於未來研究方面:1.在研究對象上,可以其他學習階段的學生為對象、或進一步探討自願參與和非自願參與學生的表現差異、或將性別變項納進研究中;2.改變任務主題;3.修訂分析批判導向量表;4.延長實驗時間進行後續研究;5.使不同個人風格相得益彰的探究;6.假設未獲支持的再探討。
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Sternbeg, R.J., Torff, B., & Grigorenko, E.L.(1998). Teaching triarchically improves school achievement. Journal of Educational Psychology,90,374-385.
Tardif, T.Z., & Sternberg, R.J.(1988).What do we know about creativity? In R.J. Sternberg(Ed.), The nature of creativity(pp.
429-440).New York:Cambridge University Press.
Treffinger, D.J., & Isaksen, S.G.(1992).Creative problem solving: A
introduction. Sarasota, FL: Center for Creative Learning.
West, M.A., & Farr, J.L. (1990). Innovation at work. In M.A. West & J.L. Farr (Eds.), Innovation and creativity at work: Psychological and organizational strategies (pp.3-13).New York: Wiley.
Zimmerman, B.J. (1985). The development of “intrinsic” motivation: A social learning analysis. Annals of child Development ,2, 111-160.
三、網路資源部分
全民創新運動網站。2003年10月15日,取自:http://www.innovation.org.tw/
美的學習--美感教育 看不見的競爭力。天下雜誌2001教育特刊。2002年10月09日,取自:http://www.lcenter.com.tw/2001edu/competitiveness-2-1.shtml
Alice, T., Glenda, T., & Bob, S. (2003). Hot & Successful intelligence. Retrieved March.03, 2003, from the World Wide Web:
http://www.cdl.org/resources/reading room/hot and successful.
html
Sternberg, R.J.(2002). Book Smart or Street Smart ? Retrieved October.09, 2002, from the World Wide Web:
http://www.fathom.com/feature/122136
Sternberg, R.J.(2003). Teaching and assessing for successful intelligence. Retrieved March.03, 2003, from the World Wide Web:
http://www.cdl.org.resources/reading room/teaching assessing.
html
描述: 碩士
國立政治大學
教育研究所
90152027
92
資料來源: http://thesis.lib.nccu.edu.tw/record/#G0901520271
資料類型: thesis
Appears in Collections:學位論文

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