高中美術資優班學生創造力、學業成就與藝術表現之關係研究

Relationships Between the Creativity, Academic Achievement, and Art Performance of Artistically Gifted Senior High School Students

10.6209/JORIES.201903_64(1).0010

潘裕豐(Yu-Fong Pan)

高中美術資優生 ； 創造力 ； 學業成就 ； 藝術表現 ； academic achievement ； art performance ； artistically gifted senior high school students ； creativity

教育科學研究期刊

64卷1期（2019 / 03 / 01）

267 - 285

繁體中文

本研究主要目的在依據Amabile的創造力三成分模式以檢視高中美術資優生的創造力與學業成就和藝術表現之間的關係，以及瞭解創造力與學業成就對藝術表現是否具有解釋力，並且對美術資優生是否該加考學科測驗做出理論上的解釋。本研究以調查研究法蒐集三所高中、共84位資優生的三項成績，分別為創造力測驗成績、學科成績及藝術表現成績。研究結果發現：一、不同學校間在學科成績與藝術表現上呈現顯著差異，而創造力則未達顯著差異；二、三個變項間的關係顯示，創造力與藝術表現呈現低度相關，而學科成績則與創造力和藝術表現部分達顯著相關；三、在預測力上，創造力和學科成績對藝術表現之分析結果顯示，創造力與藝術表現能力有顯著關係，創造力愈高，藝術表現也愈高。而學科成績的高低與藝術表現也具有預測力。最後，根據本研究結果，建議高中美術資優班選才指標上，學業成就表現應該列入美術資優班指標之一。其次，除了術科成就表現外，選才指標亦應加入創造力的成就表現。

Based on Amabile's three models of creativity, this study addresses the differences and relationships between the creativity, academic achievement, and art performance of artistically gifted senior high school students. The possible predictive power of creativity and academic achievement for art performance is also explored. A survey was used to collect the test results in creativity, academic subjects, and art performance of 84 artistically gifted students from three senior high schools. The following conclusions were drawn from the results of the study: (1) Differences were noted between schools in terms of academic subjects taught and the art performance of students. (2) Creativity had a low to moderate correlation with art performance. Art performance and creativity had partially significant correlations with academic subjects taken. (3) The analysis results revealed that creativity and academic grades could affected the art performance of students. Creativity had significant explanatory power for art performance. The higher the level of creativity was, the better the art performance of students was. Moreover, grades in academic subjects had significant explanatory power for art performance. Academic grades had predictive power for art performance. The results of this study suggest that achievement in academic subjects is related to performance in artistic disciplines. Disciplines requiring artistic talent should therefore be included in the graded subjects. In conclusion, fine art talent should be considered an academic achievement.

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