题名

想像力量表之編製

并列篇名

The Development of an Imagination Scale

作者

曹筱玥(Saiau-Yue Tsau);林小慧(Hsiao-Hui Lin)

关键词

幻想 ; 創造力 ; 想像力 ; 想像力激發機制 ; 驗證性因素分析 ; fantasy ; creativity ; imagination ; the arousing mechanism of imagination ; confirmatory factor analysis

期刊名称

教育科學研究期刊

卷期/出版年月

57卷4期(2012 / 12 / 01)

页次

1 - 37

内容语文

繁體中文

中文摘要

本研究目的在發展「想像力量表」,視其信度與效度,全量表共包含13題開放式題項。研究者透過項目分析、Cronbach’s α、重測信度、個別項目信度、成分信度、組合信度及驗證性因素分析等統計方法來分析處理實證資料。根據驗證性因素分析結果顯示,實證資料尚且支持Vygotsky之想像力概念理論(Vygotsky’s theoretical conceptions of imagination)暨想像力激發機制(the arousing mechanism of imagination)之「想像力量表」的假設模式,兩者適配尚稱符合。本研究初步發現「想像力量表」可分為「發想力」、「流暢力」、「變通力」,以及「獨創力」四個分量表,而四個分量表分數表徵之一級潛在因素,可以被「想像力量表」解釋的百分比分別為 .46、 .96、 .55、 .20。

英文摘要

This study develops and examines the reliability and validity of an imagination scale (IS) with 13 open-ended items categorized into 4 subscales: initiation, fluency, flexibility, and originality. Item analysis and confirmatory factor analysis are used to determine Cronbach's α, test-retest reliability, individual item reliability, composite reliability, and criterion-related validity of the IS. Second-order confirmatory factor analysis shows that there was an acceptable goodness-of-fit among the IS, Vygotsky's theoretical conceptions of imagination, and the arousing mechanism of imagination. The IS accounted for .46, .96, .55, and .02 of the variance associated with the 4 subscales.

主题分类 社會科學 > 教育學
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被引用次数
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  2. 黃金俊(2015)。攝影靈感啟發學習量表之編制發展研究。藝術教育研究,30,97-131。
  3. 黃金俊(2020)。高職學生攝影想像力量表之編製。藝術教育研究,40,75-115。
  4. 黃金俊、王秀槐(2015)。想像力知多少?想像力四元模式的建構與量表發展。教育研究集刊,61(4),63-104。
  5. 劉仲矩(2014)。以 Q 方法探討求職者認知面試官表現類型及理論方向之研究。東吳經濟商學學報,86,29-60。
  6. 蘇于倫、曹筱玥、吳可久(2013)。由激發想像力思維探索設計課程教學方式。建築學報,83,19-35。
  7. 王佳琪(2020)。科學想像力圖形測驗之驗證。教育心理學報,51(3),341-367。
  8. (2016)。文化特質調節人格特質對影視傳播學習領域學生想像力之預測效果。臺東大學教育學報,27(2),105-133。
  9. (2021)。教育創新透過多元智慧理論對產品量表之編製。臺東大學教育學報,32(2),59-92。
  10. (2022)。教育創新透過多元智慧理論對攝影量表之編製。臺東大學教育學報,33(1),33-71。
  11. (2022)。想像力與不同幽默風格對幼兒音樂教師工作滿意度之影響。樹德科技大學學報,24(1),111-127。