近年來資訊科技產業發展迅速，許多具有創造力的獨特產品不斷地推陳出新，創造力成為了左右產品競爭力的絕對因素。具有創造力的新興產品，才有辦法在當今市場上佔有一席之地。因此，如何培養學生的創造力，便成了學界值得探討的問題。
　　本研究使用質性研究方法的深度訪談方式，輔以內容分析方法進行資料分析。與以往從事創造力教育的獎懲方法不同，本研究從學生之個人人格特質著手，希望研究正向心理學之「主觀幸福感」、「正向心理資本」、「角色認同」等細項，對於資訊科系學生創造力學習成效之影響，並歸納出不同種類的創造力人格類型。研究結果證實，正向心理學與創造力的確有正向的影響關係，而學生之不同的「正向心理資本」，對於創造力教育訓練也會有直接或間接的影響。藉此可針對不同創造力類型與不同人格特質之學生，給予不同的創造力教育建議，以提供後續進行創造力教育訓練之參考。

Information technology industry has developed rapidly in recent years, many creative unique product innovations, creativity has become an absolute factor of about the competitiveness of products. New products with creativity, the only way to gain competitive advantage in today’s market. Therefore, how to develop students' creativity, has become the academic worth exploring. In this research, depth interviews, supplemented by content analysis method, proceed from the individual personality of the students, the hope of Positive Psychology include Subjective Well-being, Positive Psychological Capital, Role Identity, the impact of learning outcomes for students’ creativity, and summed up the creativity of personality types. The research results confirmed that Positive Psychology and creativity there is indeed a positive impact on the relationship between students of different Positive Psychological Capital for creativity education will have a direct or indirect impact. Giving the creativity education proposals to students of different creativity types with different personality traits. Providing follow-up creativity educational reference.

1. 緒論 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 1
 1.1 研究背景與動‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧1
2. 文獻探討‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 3
 2.1 創造力‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧3
  2.1.1 壓 面 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 3
  2.1.2 個人面‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧4
  2.1.3 流程面‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧5
  2.1.4 產出面‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧6
 2.2 正向心理學‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧7
  2.2.1 正向心理資本‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧8
  2.2.2 主觀幸福感‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧9
  2.2.3 角色認同 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 10
3. 研究方法‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧11
 3.1 研究個案‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 11
 3.2 訪談流程‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 12
 3.3 內容分析‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 18
4. 資料分析‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧25
 4.1 分析創造力類別A ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 31
 4.2 分析創造力類別B ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 35
 4.3 分析創造力類別C ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 39
 4.4 分析創造力類別D ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 43
5. 結論與建議‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧47
 5.1 研究結果‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 47
 5.2 研究貢獻‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 48
 5.3 研究限制‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 49
6. 參考文獻‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧50
附錄A 研究訪談問卷（創意競賽之參與人員）‧‧‧‧‧‧‧‧‧55
附錄B 研究訪談問卷（創意競賽之發問者）‧‧‧‧‧‧‧‧‧‧57

表目錄
表1 Gallagher創造力歷程四階段理論 ‧‧‧‧‧‧‧‧‧‧‧‧‧ 5
表2 訪談對象分類表 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧12
表3 問卷之問項參考文獻整理 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧15
表4 研究設計整理表 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧17
表5 資料蒐集整理表 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧18
表6 編碼定義 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧19
表7 編碼信度表 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧24
表8 創造力變數句數統計表 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧26
表9 個案所屬創造力類別表 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧27
表10 各類別主觀幸福感句數統計表 ‧‧‧‧‧‧‧‧‧‧‧‧‧ 28
表11 各類別正向心理資本句數統計表 ‧‧‧‧‧‧‧‧‧‧‧‧ 28
表12 各類別角色認同句數統計表 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧ 30
表13 創造力類別A內個案之主觀幸福感詳細句數統計表‧‧‧‧‧31
表14 創造力類別A內個案之正向心理資本詳細句數統計表‧‧‧‧33
表15 創造力類別A內個案之角色認同詳細句數統計表‧‧‧‧‧‧34
表16 創造力類別B內個案之主觀幸福感詳細句數統計表‧‧‧‧‧36
表17 創造力類別B內個案之正向心理資本詳細句數統計表‧‧‧‧37
表18 創造力類別B內個案之角色認同詳細句數統計表‧‧‧‧‧‧38
表19 創造力類別C內個案之主觀幸福感詳細句數統計表‧‧‧‧‧40
表20 創造力類別C內個案之正向心理資本詳細句數統計表‧‧‧‧41
表21 創造力類別C內個案之角色認同詳細句數統計表‧‧‧‧‧‧42
表22 創造力類別D內個案之主觀幸福感詳細句數統計表‧‧‧‧‧44
表23 創造力類別D內個案之正向心理資本詳細句數統計表‧‧‧‧45
表24 創造力類別D內個案之角色認同詳細句數統計表‧‧‧‧‧‧46
 
圖目錄‧
圖1 階層集群分析之冰柱圖 ‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧25

中文部分
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[2]	行政院教育部，《創造力教育白皮書》，台北市：行政院教育部出版，2003。
[3]	桃園縣政府，《桃園縣創造力教育政策白皮書》，桃園縣：桃園縣政府出版，  
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