题名

青少年創意自我效能、競賽投入與參加競賽的價值之關係－以IEYI世界青少年創客發明展選拔賽為例

并列篇名

The Relationship between Adolescents' Creative Self-efficacy, Competition Engagements and the Value of Participating in Competition-aking the IEYI International Exhibition for Young Inventors as an Example

DOI

10.6251/BEP.202003_51(3).0006

作者

洪榮昭(Jon-Chao Hong)；陳美蓮(Mei-Lien Chen)；葉建宏(Jian-Hong Ye)；陳柏熹(Po-Hsi Chen)

关键词

青少年創客發明展 ； 創意自我效能 ； 競賽投入 ； 競賽價值 ； Competition engagements ； Competition value ； Creative self-efficacy ； International Exhibition for Young Inventors

期刊名称

教育心理學報

卷期/出版年月

51卷3期（2020 / 03 / 01）

页次

457 - 481

内容语文

繁體中文
中文摘要

創新是將創意轉換成價值，創新能力日益重要，在當前的教育環境中特別需被重視和提倡。目前少有的研究多集中在學生參與激烈賽事中的態度和相關信念，因此本研究旨在了解學生如何克服發明展中出現的挑戰，能持續投入及肯定參加競賽的價值。研究從成就感控制價值理論的角度出發，提出相關研究問題，以理解學生的創意自我效能在實踐競賽中的作用，並探討其與學生積極競賽投入構面間的相關性以及參加世界青少年創客發明展選拔賽的競賽價值相關性。參賽者選擇附予價值的作品類別，並於作品與所選擇的類別間產生創意，透過自我效能和學習投入，肯定競賽的價值。本研究收集來自254位學生的數據，並通過AMOS 20進行驗證性因子分析和結構方程模型。結果顯示青少年創意自我效能、競賽投入與參加競賽的價值間具有良好的適配度與信效度，驗證此研究模式可使用性。這項研究的含義表明，學生的創意自我效能可以在參與競爭的動手製作過程中引起。本研究通過顯示三類的競賽投入可以促進或抑制參與者的競賽價值，進一步增加了我們對關係動力學的理解。與先前的研究相比，這項研究的結果似乎對參與競賽的價值產生更有意義的組合影響。綜合言之，本研究突破過去的研究成果，而對創造研究相關領域做出理論與實務性的貢獻，其主要貢獻有：一、本研究所建構模式適配度良好，且各構面之信度與效度俱佳，可解釋發明創作的競賽價值；二、研究驗證創意自我效能這項重要的特質，可分別增強對競賽的認知、情感與行為的投入，並且也能提升參加競賽的價值。
英文摘要

Innovation entails the transformation of creativity into value. Innovation abilities are increasingly important and need to be valued and promoted in the current educational environment. To understand the role of students' creative self-efficacy in practical competitions, this study explored the relevance of students' participation in active competition and participation in the International Exhibition for Young Inventors (IEYI). Participants chose the work category attached to the value and created ideas between the work and the selected category, affirming the competition's value through self-efficacy and engagements. This study collected data from 254 students and performed confirmatory factor analysis (CFA) and structural equation modeling (SEM) through AMOS 20. All items in this study were different, that is, they could be used to investigate the response of the study sample. The average variation extraction ranged from 0.57 to 0.66, which was greater than 0.50; the factor load of each item ranged from 0.65 to 0.87, which was greater than 0.50. Therefore, the study data all met the test criteria of convergence validity and construct validity. In the study data, the combined reliability of each facet was above 0.899, which was greater than 0.70; the Cronbach's α value of each facet ranged from 0.896 to 0.923, which met the criteria of internal consistency reliability. The acceptability model constructed in this study had statistically obtained indicators of X^2 = 497.1, df = 246, X^2/df = 2.02, RMSEA = 0.06, GFI = 0.86, AGF I= 0.83, NFI = 0.91, CFI = 0.94, IFI = 0.94, RFI = 0.91, PNFI = 0.79, PGFI = 0.71. The aforementioned indicators were in line with the verification criteria, showing that this model is suitable for analyzing all paths of this data construction. The hypotheses established in this study were all accepted; the creative self-efficacy was positively correlated with three types of competition engagement, comprising cognition, emotion, and behavior. Additionally, the three types of competition engagement were positively correlated with competition value. The cognitive input explanatory power was 62%, the emotional input explanatory power was 73%, the behavior input explanatory power was 79%, and the value explanatory power of participating in IEYI was 76%. The results showed that young peoples' creative self-efficacy, competition engagements, and the value of competition participation had a good fit and intrinsic quality, which verified the relevant acceptance model. The study findings suggest that students' creative self-efficacy can be caused by the hands-on process of competition participation, such as participation in IEYI. This study further improves our understanding of relationship dynamics by showing that three types of competition engagement can promote or inhibit participants' competition value. Compared with previous studies, this study's results seem to have a more meaningful combined impact on the value of competition participation. The study results have two main contributions: first, the research proposes that creative self-efficacy of invention creation is an important trait; second, previous research has confirmed that creative self-efficacy can improve cognitive, emotional, and behavioral engagement of competition and enhance the value of competition participation.
主题分类 社會科學 > 心理學
社會科學 > 教育學
参考文献
  1. 洪素蘋,黃宏宇,林珊(2008)。重要他人回饋影響創意生活經驗？：以模式競爭方式檢驗創意自我效能與創意動機的中介效果。教育心理學報，40(2)，303-322。
    連結：
  2. 洪榮昭,詹瓊華(2018)。共變推理遊戲：遊戲自我效能與後設認知影響遊戲中的焦慮、興趣及表現之研究。教育科學研究期刊，63(3)，131-162。
    連結：
  3. 彭淑玲, S.-L.(2019)。知覺教師回饋、個人成就目標、學業自我效能與無聊之關係：中介效果與條件間接化效果分析。教育心理學報，51(1)，83-108。
    連結：
  4. Bandura, A.(1997).Self-efficacy: The exercise of control.New York, NY:Freeman.
  5. Bandura, A.,Wood, R.(1989).Effect of perceived controllability and performance standards on self-regulation of complex decision making.Journal of Personality and Social Psychology,56(5),805-814.
  6. Beeftink, F.,Van Eerde, W.,Rutte, C. G.,Bertrand, J. W. M.(2012).Being successful in a creative profession: The role of innovative cognitive style, self-regulation, and self-efficacy.Journal of Business and Psychology,27(1),71-81.
  7. Beghetto, R. A.(2006).Creative self-efficacy: Correlates in middle and secondary students.Creativity Research Journal,18(4),447-457.
  8. Ben-Eliyahu, A.,Moore, D.,Dorph, R.,Schunn, C. D.(2018).Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts.Contemporary Educational Psychology,53,87-105.
  9. Byrne, B. M.(2001).Structural equation modeling with AMOS: Basic concepts, applications, and programming.Mahwah, NJ:Lawrence Erlbaum.
  10. Chai, C. S.,Liang, J. C.,Tsai, C. C.,Dong, Y.(2020).Surveying and modelling China high school students’ experience of and preferences for twenty-first-century learning and their academic and knowledge creation efficacy.Educational Studies,46(6)
  11. Chang, S. H.,Wang, C. L.,Lee, J. C.(2016).Do award-winning experiences benefit students’ creative self-efficacy and creativity? The moderated mediation effects of perceived school support for creativity.Learning and Individual Differences,51,291-298.
  12. Chang, Y. S.,Chen, M. Y. C.,Chuang, M. J.,Chou, C. H.(2019).Improving creative self-efficacy and performance through computer-aided design application.Thinking Skills and Creativity,31,103-111.
  13. Cheng, V. M. Y.(2010).Tensions and dilemmas of teachers in creativity reform in a Chinese context.Thinking Skills and Creativity,5,120-137.
  14. Cheung, R. H. P.(2010).Designing movement activities to develop children’s creativity in early childhood education.Early Child Development and Care,180(3),377-385.
  15. Chin, W. W.(1998).The partial least squares approach to structural equation modeling.Modern Methods for Business Research,295(2),295-336.
  16. Chong, W. H.,Liem, G. A. D.,Huan, V. S.,Kit, P. L.,Ang, R. P.(2018).Student perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement.Journal of Adolescence,68,1-11.
  17. Christenson, S. L.(ed.),Reschly, A. L.(ed.),Wylie, C.(ed.)(2012).Handbook of research on student engagement.Now York, NY:Springer.
  18. Committee on Increasing High School Students' Engagement and Motivation to Learn(2004).Engaging schools: Fostering high school students’ motivation to learn.Washington, DC:The National Academies Press.
  19. Cor, M. K.(2016).Trust me, it is valid: Research validity in pharmacy education research.Currents in Pharmacy Teaching and Learning,8(3),391-400.
  20. Daschmann, E. C.,Goetz, T.,Stupinsky, R. H.(2014).Exploring the antecedents of boredom: Do teachers know why students are bored?.Teaching and Teacher Education,39,22-30.
  21. DeBacker, T. K.,Nelson, R. M.(1999).Variations on an expectancy-value model of motivation in science.Contemporary Educational Psychology,24(2),71-94.
  22. Downer, J. T.,Rimm-Kaufman, S. E.,Pianta, R. C.(2007).How do classroom conditions and children’s risk for school problems contribute to children’s behavioral engagement in learning?.School Psychology Review,36(3),413-432.
  23. Eccles, J. S.(1983).Expectancies, values, and academic behaviors.Achievement and achievement motives: Psychological and sociological approaches,San Francisco, CA:
  24. Eccles, J. S.,Barber, B. L.,Updegraff, K.,O’Brien, K. M.(1998).An expectancy-value model of achievement choices: The role of ability self-concepts, perceived task utility and interest in predicting activity choice and course enrollment.Interest and learning: Proceedings of the Seeon conference on interest and gender,Kiel, BRD:
  25. Eccles, J. S.,Roeser, R. W.(2011).Schools as developmental contexts during adolescence.Journal of Research on Adolescence,21,225-241.
  26. Edgar, B.,Wilmar, B. S.,Marisa, S(2011).Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study.Higher Education,61(4),339-355.
  27. Fredricks, J. A.,Blumenfeld, P. C.,Paris, A. H.(2004).School engagement: Potential of the concept, state of the evidence.Review of Educational Research,74(1),59-109.
  28. Garn, A. C.,Simonton, K.,Dasingert, T.,Simonton, A.(2017).Predicting changes in student engagement in university physical education: Application of control-value theory of achievement emotions.Psychology of Sport and Exercise,29,93-102.
  29. Goetz, T.,Frenzel, A. C.,Hall, N. C.,Pekrun, R.(2008).Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment.Contemporary Educational Psychology,33,9-33.
  30. Goetz, T.,Pekrun, R.,Hall, N.,Haag, L.(2006).Academic emotions from a social‐cognitive perspective: Antecedents and domain specificity of students’ affect in the context of Latin instruction.British Journal of Educational Psychology,76,289-308.
  31. Gong, Y.,Huang, J. C.,Farh, J. L.(2009).Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy.Academy of Management Journal,52(4),765-778.
  32. Green, S. B.,Salkind, N.(2004).Using SPSS for Windows and Macintosh: Analyzing and understanding data.Englewood Cliffs, NJ:Prentice-Hall.
  33. Greene, T. G.,Marti, C. N.,McClenney, K.(2008).The effort-outcome gap: Differences for African American and Hispanic community college students in student engagement and academic achievement.The Journal of Higher Education,79(5),513-539.
  34. Guo, J.,Marsh, H. W.,Parker, P. D.,Morin, A. J. S.,Yeung, A. S.(2015).Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study.Learning and Individual Differences,37,161-168.
  35. Hair, J. F.,Black, W. C.,Babin, B. J.,Anderson, R. E.(2010).Multivariate data analysis.Upper Saddle River, NJ:Pearson Prentice Hall.
  36. Hair, J. F.,Ringle, C M.,Sarstedt, M.(2011).PLS-SEM: Indeed a silver bullet.Journal of Marketing Theory and Practice,19(2),139-152.
  37. Henriksen, E. K.(ed.),Dillon, J.(ed.),Ryder, J.(ed.)(2015).Understanding student participation and choice in science and technology education.Singapore, SG:Springer.
  38. Hong, J. C.,Chang, C. H.,Tsai, C. R.,Tai, K. H.(2019).How situational interest affects individual interest in a STEAM competition.International Journal of Science Education,41(12),1667-1681.
  39. Hong, J. C.,Hwang, M. Y.,Szeto, E.,Tai, K. H.,Tsai, C. R.(2016).Positive affect relevant to epistemic curiosity to reflect continuance intention to join a hands-on making contest.Eurasia Journal of Mathematics, Science and Technology Education,12(9),2267-2279.
  40. Hong, J. C.,Hwang, M. Y.,Tai, K. H.(2017).Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students' learning progress.Computer Assisted Language Learning,30(6),552-574.
  41. Hong, J. C.,Tai, K. H.,Ye, J. H.(2019).Playing a Chinese Remote Associated Game: The correlation among flow, self-efficacy, collective self-esteem, and competitive anxiety.British Journal of Educational Technology,50(5),2720-2735.
  42. Hong, J. C.,Ye, J.,Fan, J.(2019).STEM in fashion design: The roles of creative self-efficacy and epistemic curiosity in creative performance.Eurasia Journal of Mathematics, Science and Technology Education,15(9),em1742.
  43. Hsu, S. D.,Chen, C. J.,Chang, W. K.,Hu, Y. J.(2016).An investigation of the outcomes of PGY students’ cognition of and persistent behavior in learning through the intervention of the flipped classroom in Taiwan.Plos One,11(12),e0167598.
  44. Huang, N. T.,Chiu, L.C.,Hong, J. C.(2016).Relationship amongst students’ problem-solving attitude, perceived value, behavioral attitude, and intention to participate in a science and technology contest.International Journal of Science and Mathematics Education,14,1419-1435.
  45. Hudley, C.,Daoud, A.,Polanco, T.,Wright-Castro, R.,Hershberg, R.(2003).Student engagement, school climate, and future expectations in high school.2003 Biennial meeting of the society for research in child development,Tampa, Florida, USA:
  46. Hui, A.,Yuen, T.(2010).The blossoming of creativity in education in Asia: Changing views and challenging practices.Thinking Skills and Creativity,5(3),155-158.
  47. Hutchins, H. M.(2004).Denton,University of North Texas.
  48. Jeraj, M.,Marič, M.(2013).Relation between entrepreneurial curiosity and entrepreneurial self-efficacy: A multi-country empirical validation.Organizacija,46,264-273.
  49. Karwowski, M.(2012).Relationship between trait curiosity, creative self-efficacy and creative personal identity.Europe’s Journal of Psychology,8(4),547.
  50. Karwowski, M.(2011).Doesn’t hurt to ask . . . but sometimes it hurts to believe: Polish students’ creative self-efficacy and its predictors.Psychology of Aesthetics, Creativity, and the Arts,5(2),154-164.
  51. Kenny, D. A.,Kaniskan, B.,McCoach, D. B.(2014).The performance of RMSEA in models with small degrees of freedom.Sociological Methods & Research,44(3),486-507.
  52. Kernis, M. H.(2003).Toward a conceptualization of optimal self-esteem.Psychological Inquiry,14,1-26.
  53. King, R. B.,Gaerlan, M. J. M.(2014).High self-control predicts more positive emotions, better engagement, and higher achievement in school.European Journal of Psychology and Education,29,81-100.
  54. Koretsky, M.,Vauras, M.,Jones, C.,Iiskala, T.,Volet, S..Productive disciplinary engagement in high- and low-outcome student groups: Observations from three collaborative cience learning contexts.Research in Science Education
  55. Kuh, G. D.,Kinzie, J.,Schuh, J. H.,Whitt, E. J.(2005).Assessing conditions to enhance educational effectiveness: The inventory for student engagement and success.San Francisco, CA:Jossey-Bass.
  56. Lee, C. H.,Chang, F. C.,Hsu, S. D.,Chi, H. Y.,Huang, L. J.,Yeh, M. K.(2017).Inappropriate self-medication among adolescents and its association with lower medication literacy and substance use.PLoS ONE,12(12),e0189199.
  57. Li, C.,Wu, J.(2011).The structural relationships between optimism and innovative behavior: Understanding potential antecedents and mediating effects.Creativity Research Journal,23(2),119-128.
  58. Liu, C. C.,Lu, K. H.,Wu, L. Y.,Tsai, C. C.(2016).The impact of peer review on creative self-efficacy and learning performance in Web 2.0 learning activities.Educational Technology and Society,19(2),286-297.
  59. Luo, W.,Ng, P. T.,Lee, K.,Aye, K. M.(2016).Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective.Learning and Individual Differences,50,275-282.
  60. Mathisen, G. E.,Bronnick, K. S.(2009).Creative self-efficacy: An intervention study.International Journal of Educational Research,48(1),21-29.
  61. McCormick, A.,Kinzie, J.,Gonyea, R. M.(2013).Bridging research and practice to improve the quality of undergraduate education.Higher Education: Handbook of Theory and Research,28,47-92.
  62. Meyer, D. K.,Turner, J. C.(2002).Discovering emotion in classroom motivation research.Educational Psychologist,37,107-114.
  63. Nakagawa, S.,Cuthill, I. C.(2007).Effect size, confidence interval and statistical significance: A practical guide for biologists.Biological Reviews,82(4),591-605.
  64. Newman, A.,Tse, H. H.M.,Schwarz, G.,Nielsen, I.(2018).The effects of employees' creative self-efficacy on innovative behavior: The role of entrepreneurial leadership.Journal of Business Research,89,1-9.
  65. O'Farrell, S. L.,Morrison, G. M.(2003).A factor analysis exploring school bonding and related constructs among upper elementary students.California School Psychologist,8,53-72.
  66. Pargar, F.,Kujala, J.,Aaltonen, K.,Ruutu, S.(2019).Value creation dynamics in a project alliance.International Journal of Project Management,37,716-730.
  67. Pekrun, R.(2006).The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice.Educational Psychology Review,18,315-341.
  68. Pekrun, R.,Elliot, A. J.,Maier, M. A.(2006).Achievement goals and discrete achievement emotions: A theoretical model and prospective test.Journal of Educational Psychology,98,583-597.
  69. Pekrun, R.,Elliot, A. J.,Maier, M. A.(2009).Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance.Journal of Educational Psychology,101,115-135.
  70. Pekrun, R.,Goetz, T.,Daniels, L. M.,Stupinsky, R. H.,Perry, R. P.(2010).Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion.Journal of Educational Psychology,102,531-549.
  71. Pekrun, R.,Goetz, T.,Frenzel, A. C.,Barchfeld, P.,Perry, R. P.(2011).Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ).Contemporary Educational Psychology,36,36-48.
  72. Pekrun, R.,Stephens, E. J.(2010).Achievement emotions: A control-value approach.Social and Personality Psychology Compass,4,238-255.
  73. Pintrich, P.R.,Schunk, D.H.(2002).Motivation in education: Theory, research, and applications.Upper Saddle River, NJ:Pearson Education.
  74. Plucker, J. A., & Rutkowski, D. (2011). Running a race against ourselves. Retrieved from http://www.edweek.org/ew/articles/2011/07/05/36plucker.h30.html
  75. Schutz, P. A.(ed.),Pekrun, R(ed.)(2007).Emotion in Education.Amsterdam:Academic press.
  76. Schwarzer, R.(ed.)(1992).Self-efficacy: Thought control of action.Washington, DC:Hemisphere.
  77. Shin, S. J.,Zhou, J.(2007).When is educational specialization heterogeneity related to creativity in research and development teams? Transformational leadership as a moderator.Journal of Applied Psychology,92,1709-1721.
  78. Sinclair, M. F.,Christenson, S. L.,Lehr, C. A.,Anderson, A. R.(2003).Facilitating school engagement: Lessons learned from Check & Connect longitudinal studies.California School Psychologist,8,29-41.
  79. Skinner, E.,Furrer, C.,Marchand, G.,Kindermann, T.(2008).Engagement and disaffection in the classroom: Part of a larger motivational dynamic?.Journal of Educational Psychology,100(4),765-781.
  80. Skinner, E.,Kindermann, T. A.,Furrer, C. J.(2008).A motivational perspective on engagement and disaffection.Educational and Psychological Measurement,69,493-525.
  81. Stankov, L.,Lee, J.,Luo, W.,Hogan, D. J.(2012).Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety?.Learning and Individual Differences,22(6),747-758.
  82. Tabbakh, T.,Freeland-Graves, J.(2016).Development and validation of the multidimensional home environment scale (MHES) for adolescents and their mothers.Eating Behaviors,22,76-82.
  83. Thiessen, V.,Blasius, J.(2008).Mathematics achievement and mathematics learning strategies: Cognitive competencies and construct differentiation.International Journal of Educational Research,47,362-371.
  84. Thompson, B.(2002).What future quantitative social science research could look like: Confidence intervals for effect sizes.Educational Researcher,31(3),25-32.
  85. Tierney, P.,Farmer, S. M.(2002).Creative self-Efficacy: Its potential antecedents and relationship to creative performance.The Academy of Management Journal,45(6),1137-1148.
  86. Tierney, P.,Farmer, S. M.(2011).Creative self-efficacy development and creative performance over time.Journal of Applied Psychology,96(2),277-293.
  87. Volet, S.,Jones, C.,Vauras, M.(2019).Attitude-, group- and activity-related differences in the quality of preservice teacher students’ engagement in collaborative science learning.Learning and Individual Differences,73,79-91.
  88. Walker, C. O.,Greene, B. A.(2009).The relations between student motivational beliefs and cognitive engagement in high school.Journal of Educational Research,102(6),463-472.
  89. Wang, M. T.,Degol, J.(2014).Staying engaged: Knowledge and research needs in student engagement.Child Development Perspectives,8,137-143.
  90. Wang, M. T.,Eccles, J. S.(2012).Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success.Journal of Research on Adolescence,22(1),31-39.
  91. Wang, S.,Zhang, X.,Martocchio, J.(2011).Thinking outside of the box when the box is missing: Role ambiguity and its linkage to creativity.Creativity Research Journal,23(3),211-221.
  92. Wentzel, K. R.(ed.),Wigfield, A.(ed.)(2009).Handbook of motivation at school.New York, NY:Routledge.
  93. Wigfield, A.,Eccles, J. S.(2000).Expectancy-value theory of motivation.Contemporary Educational Psychology,25,68-81.
  94. Williams, T.,Williams, K.,Kastberg, D.,Jocelyn, L.(2005).Achievement and affect in OECD nations.Oxford Review of Education,31(4),517-545.
  95. Yang, H. L.,Cheng, H. H.(2009).Creative self-efficacy and its factors: An empirical study of information system analysts and programmers.Computers in Human Behavior,25(2),429-438.
  96. Yazzie-Mintz, E.(2010).,Bloomington, IN:Center for Evaluation & Education Policy.
  97. Yuan, Y. H.,Tsai, S. B.,Dai, C. Y.,Chen, H. M.,Chen, W. F.,Wu, C. H.,Li, G.,Wang, J.(2017).An empirical research on relationships between subjective judgement, technology acceptance tendency and knowledge transfer.Plos One,12(9),e0183994.
  98. Zepke, N.(2014).Student engagement research in higher education: Questioning an academic orthodoxy.Teaching in Higher Education,19(6),697-708.
  99. Zusho, A.(2017).Toward an integrated model of student learning in the college classroom.Educational Psychology Review,29,301-324.
  100. 李堅萍, J.-P.(2006)。自我效能與技能課程學習成效之相關性與差異性研究：以陶藝技能為例。國教學報，18，103-125。
  101. 林妙貞, M. C.(2007)。Taipei, Taiwan，國立臺北教育大學國民教育學系=National Taipei University of Education。
  102. 洪榮昭, J.-C.(2019)。洪榮昭（2019）：2019 IEYI 世界青少年創客發明展暨臺灣選拔賽簡章。臺北市：國立臺灣師範大學。[Hong, J.-C. (2019). 2019 IEYI international exhibition for young inventors and Taiwan selection competition. Taipei: National Taiwan Normal University.]。
  103. 張鈿富, D.-F.,林松柏, S.-P.,周文菁, W.-C.(2012)。臺灣高中學生學習投入影響因素之研究。教育資料集刊，54，23-58。
  104. 黃芳銘, F.-M.(2006).社會科學統計方法學結構方程模式.臺北市=Taipei:五南=Wunan.
被引用次数
  1. 黃博聖,陳學志,陳姵臻,張雨霖,林緯倫,吳清麟(2021)。中文版遠距聯想測驗在創造力研究之應用：回顧與展望。教育實踐與研究，34(1)，1-44。
  2. 林意珊,宋修德(2021)。發明的自我效能與認知好奇心對持續參與IEYI臺灣選拔賽意圖之研究。教育科學研究期刊，66(1)，83-105。
  3. 劉光夏(2021)。大學藝術類數位影像創作課程學習者創意自我效能構念分析之探究。藝術教育研究，41，73-108。
  4. 葉建宏,洪榮昭,和震,吳宇豐(2022)。Master's Study Duration: The Effects of Active Learning Based on the Belief-Action-Outcome Model。教育心理學報，53(4)，879-900。
  5. 葉貞妮,王志美(2020)。動手做自我效能、競賽投入與學習價值之相關分析：以PowerTech青少年科技創作競賽為例。中等教育，71(1)，52-73。
print cancel