本研究主要目的在探討國小聽覺障礙學生創造力的相關因素；以台北市啟聰學校及金華第八所國小啟聰資源班五、六年級聽覺障礙學生106名為研究對象；聽覺障礙學生的個人因素：年級、性別、智力、環境因素：社經地位、教育安置及接受課外藝術教育為預測變項：「威廉斯創造力測驗」的流暢力、開放性、變通力、獨創力、精密力、標題為效標變項；主要研究工具為「瑞文氏標準圖形推理測驗」及「威廉斯創造力測驗」。所得資料則以相關、變異數分析、共變數分析、多元逐步迴歸分析等統計方法處理。
本研究主要研究結果如下：
1.五年級聽覺障礙學生的流暢力顯著優於六年級聽覺障礙學生。
2.男、女聽覺障礙學生各項創造力都沒有顯著差異。
3.高智力組聽覺障礙學生的精密力顯著優於中、低智力組學生，但中、低智力組之間並沒有顯著差異。
4.啟聰資源班聽覺障礙學生的獨創力、精密力、標題都顯著優於啟聰學校的學生。
5.低、高社經地位聽覺障礙學生的各項創造力都沒有顯著差異情形。
6.接受過課外藝術教育的聽覺障礙學生，其開放性、獨創力、精密性、標題都明顯優於未接受過課外藝術教育的聽覺障礙學生，其中以“獨創力”及“精密力”的差異最大。
7.年級變項可以有效預測聽覺障礙學生的流暢力，能解釋總變異量之5%。
8.聽覺障礙學生接受課外藝術教育變項可以有效預測聽覺障礙學生的開放性，能解釋總變異量之15%。
9.接受課外藝術教育及教育安置二個變項能有效預測聽覺障礙學生的獨創力，能解釋總變異量之33%。
10.接受課外藝術教育、智力及教育安置等三個變項可以有效預測聽覺障礙學生的精密力，能解釋總變異量之38%。
11.教育安置、接受課外藝術教育及年級等三個變項可以有效預測聽覺障礙學生的標題，能解釋總變異量之27%。
六個預測變項中，以「接受課外藝術教育」的預測力最高，其次為教育安置、智力、年級；以「性別」的預測力最低。

The purpose of this study were to explore the main factors related to creative thinking ability of the hearing-impaired elementary school students. The results of this study were as follows:
(1)The fluency of the fifth grades hearing-impaired students were significantly superior to that of the sixth grades ones.
(2)There were no significant differences in all criteria between hearing-impaired boy students and girl students.
(3)The elaboration of high-IQ group were signi-ficantly superior to that of middle-IQ and low-IQ groups. While no significant differences were found between middie-IQ group and low-IQ group.
(4)The originality, elaboration, title of hearing-impaired students from resource rooms were significantly superior to those who came from the school for the deaf.
(5)There were no significant differences in all criteria between students with high-SES and those with low-SES.
(6)The openness, originality, elaboration, title of hearing-impaired students who had ever taken extra art curriculum were significantly superior to those who hadn't.