秩序性對國小學童創造力之影響

Abstract

本研究旨在探討國小中、高年級學童的環境秩序性與行為秩序性對創造力表現之影響。研究動機源自於實務教學經驗中對於「不守常規是否與創造力具有關聯性」的觀察與反思，並延伸至秩序性與創造力間關係的系統性探究。研究採自然觀察法與多項創造力測驗進行資料蒐集，共有159位國小學生參與研究。研究工具包含語詞聯想測驗、新編創造思考測驗、自評創造力傾向量表、生活常規適應量表及環境秩序性影像評量等，並控制認知功能與學業表現等變項。結果顯示，環境秩序性與創造力三項指標（流暢力、變通力、獨創力）皆呈顯著負相關，行為秩序性亦與部分創造力指標呈負相關，惟與學業表現則呈正相關。整體而言，研究發現秩序性對創造力與學業表現具有差異化的影響，低秩序性傾向的學生可能更具創造潛能，而高秩序性學生則展現較佳的學業表現。此結果呼應過往強調環境鬆散對創造力促進作用的研究，並對教育現場如何在秩序與創造力之間取得平衡提供具體啟示。

This study investigated the relationship between environmental orderliness, behavioral orderliness, and creativity performance among upper elementary school students. Motivated by classroom observations and reflections on whether non-conformity is linked to creativity, this research systematically explored how different forms of orderliness relate to creative potential. A total of 159 students from grades 3 to 5 participated in the study. Multiple instruments were used to assess creativity, including a remote verbal association test, an alternative uses test, a self-reported creativity tendency scale, a behavioral regulation rating scale, and an image-based assessment of environmental orderliness. Cognitive functioning and academic performance were included as control variables. The results revealed significant negative correlations between environmental orderliness and three key creativity indicators (fluency, flexibility, and originality). Behavioral orderliness also showed negative associations with certain creativity measures, but was positively correlated with academic achievement. Overall, findings suggest a differentiated impact of orderliness: students with lower levels of orderliness may exhibit greater creative potential, while those with higher orderliness tend to perform better academically. These results support previous research emphasizing the creativity-enhancing effects of less structured environments and offer practical implications for balancing order and creative development in educational settings.