本研究旨在分析我國不同發展階段學生的創造性潛能及情意傾向，在量與組型方面的發展趨勢，並青少年階段為例，探討創意自我效能在不同學習階段對於創造性潛能及傾向的中介效果。研究一的研究參與者係由研究者於臺灣北中南東區以便利取樣、叢集取樣的方式，由自行收集1185名國中及高中職學生（男性49.2%，有效回收率80.94%）。為擴展本研究分析的範圍，另納入兩筆過去其他研究收集的資料，分別為194名大學及在職碩士專班學生，以及2931名國小、國中學生，共計採用4310名研究參與者的資料。研究二的研究參與者則為研究者由研究一的參與者中以便利取樣方式選取507名進行施測與分析。研究工具包含：新編創造圖形（畫人）思考測驗、威廉斯創造傾向量表、創意自我效能量表。研究一首先採用多變量變異數分析（MANOVA）以及趨向分析，分別分析不同發展階段學生在新編創造圖形思考測驗以及威廉斯創造傾向量表的差異以及發展趨向，接著使用潛在剖面分析技術，探討全體研究參與者的創造性潛在剖面組型，並且透過卡方檢定比較其在不同發展階段的人數分布差異。研究二使用t檢定檢驗不同學習階段的創意自我效能差異，並使用階層迴歸及拔靴法（bootstrapping mothed）檢驗創意自我效能對擴散性思考及創造傾向在不同學習階段上的中介效果差異。研究結果為：（一）由國小至大學以上的學生，創造性認知潛能與創造性傾向不僅整體有發展階段上的差異，且流暢、變通、獨創、冒險、好奇、想像、挑戰七個指標中，除冒險之外大致上都有顯著的線性趨向，惟流暢、變通、獨創每個學習階段之間都有差異且穩定上升的趨勢比較明顯；冒險沒有階段上的差異；好奇、想像、挑戰在國中與高中之間有顯著差異，整體雖有線性趨向但較為平緩。（二）由小學至大學以上的學生，可透過圖形創造思考的流暢、變通、獨創，以及創造性傾向的冒險、好奇、想像、挑戰七個指標，抽取並建構四個組型的潛在剖面模型，分別命名為「超高思高傾」、「高思低傾」、「中低思高傾」、「低思低傾」。（三）小學、國中、高中、大學及以上學生各階段在四個組型的人數百分比有顯著差異，國中較小學增加超高思超清、高思低傾，減少低思低傾；高中較國中增加超高思高傾、高思低傾、中低思高傾，減少低思低傾；大學及以上較高中增加超高思高傾與高思低傾，減少中低思高傾及低思低傾。（四）高中學生的創意自我效能全量表及「創意思考策略」、「創意成品信念」顯著高於國中生，「抗衡負面評價」與國中生沒有差異。（五）整體而言，創意自我效能在青少年的創造性潛能與創造性傾向之交互影響關係中，扮演中介的重要角色。惟國中階段創意自我效能以及各分量表對擴散性思考與創造傾向關連性之中介效果大於高中階段。最後研究者根據研究結果，針對國內不同學習階段推動創造力教育的著墨重點提出建議。

Present study aims at understanding the cognitive potential and disposition tendency of creativity for the students in different development stages as well as their creativity development in quantity and styles. It also discusses the mediation effect of creative self-efficacy to the cognitive potential and disposition tendency of creativity in different development stages and taking teenager as instance. Study 1, it recruited 1185 junior high and senior high school students from the northern, central, southern, and eastern areas of Taiwan by convenience sampling and cluster sampling, including 49.2% male and the percentage of valid questionnaires was 80.94%. The sample for analysis also included two data from previous studies, including 194 college students and 2931 students from junior high and elementary schools; total sample was 4310 people. In study 2, there was 507 participants by convenience sampling from study 1. The study tools were the Creativity Assessment Packet, the figure part of new tests of creative thinking, and the creative self-efficacy scale. As for the methods of study 1, it was multivariate analysis of variance (MANOVA) and trend analysis to understand the difference and developmental trends by age stages, then discussing the profile of creativity by the latent profile analysis (LPA) in general, and examine the difference of normal distribution by age stages with the chi-squared test; regarding the methods of study 2, it was t-test for understanding the difference of creative self-efficacy by age stages, then author used hierarchical regression and bootstrapping mothed to investigate the mediation effect of creative self-efficacy to divergent thinking and creativity tendency in developmental stages. Results show that: (1). the cognitive potential and tendency of creativity were distinguished from elementary school to college stages. Among the indices of fluency, flexibility, originality, risk taking, curiosity, imagination, and complexity, it shows linear tendencies except the risk taking. In particular, the tendencies of fluency, flexibility, and originality were significantly and steadily ascending in every developmental stages; risk taking was not different by the stages, curiosity, imagination, and complexity were significant different between junior high and senior high schools as well as showing mild linear tendency. (2). The four styles of creativity tendencies could be revealed by profiling the indices of fluency, flexibility, originality in figure divergent thinking test and the indices of risk taking, curiosity, imagination, complexity in the Creativity Assessment Packet. These four styles are “super cognition-high affection (Sco-Haf) ”, “high cognition-low affection (Hco-Laf)”, “mid-low cognition-high affection (Mco-Haf)”, “low cognition-low affection (Lco-Laf)”. (3). The distributions of four styles are distinguished from every development stages, elementary school, junior high school, senior high school, and college stgaes. From elementary stage to junior high school stage, the styles of Sco-Haf and Hco-Laf increase but Lco-Laf decreases; from junior high school stage to senior high school stage, the styles ofSco-Haf, Hco-Laf, and Mco-Haf increase but Lco-Laf decreases; from senior high school stage to college stage, the styles of Sco-Haf and Hco-Laf increase butMco-Haf and Lco-Laf decrease. (4). The Senior high school group scored higher than junior high school group in the new tests of creative thinking and “creative thinking strategies”, “creative product belief”, but two groups were not different in “withstanding negative evaluation”. (5) as for the mediation effect of creative self-efficacy to divergent thinking and creativity tendency, it was significant in junior high school and senior high school groups, but the sobel test of mediation effect for junior high school group was higher. The creative self-efficacy has different influence in each development stages. The author suggests the directions of creativity education in developmental stages according to the research results.

中文部分
方瑋、邱發忠（2009）。軍事組織創造傾向量表的發展。復興崗學報，95，173-204。
王文中、鄭英耀（2000）。創造力發展量表之編製與試題反應分析。測驗年刊，47（1），153-173。
王文宜、闕月清、周建智（2010）。創思教學對不同身體動覺能力學生創造力之影響。運動研究，19，42-52。
王姿琴、張世彗（2014）。創造思考融入遊戲創作教學方案對國小資優生創造力之研究。特教論壇，16，62-78。
申繼亮、王鑫、師保國（2005）。青少年創造性傾向的結構與發展特徵研究。心理發展與教育，4，28-33。
任純慧、陳學志、練竑初、卓淑玲（2004）。創造力測量的輔助工具：中文遠距聯想量表的編製。應用心理研究，21，195-218。
吳裕益（2007）。心理與教育統計學。台北:雙葉書廊。
吳錦勳、張世彗（2012）。水平思考教學方案對國小資優班學生創造力之研究。特教論壇，13，46-68。
吳靜吉（2002）。華人學生創造力的發掘與培育。應用心理研究，15，17-42。
吳靜吉、林偉文、林士郁、陳秋秀、曾敬梅、王涵儀等（2002）。國際創造力教育發展的趨勢。資優教育研究，2（1），1-26。
吳靜吉、陳甫彥、郭俊賢、林偉文、劉士豪、陳玉樺（1998）。新編創造思考測驗研究。台北：教育部。
吳靜吉、曾敬梅、王涵儀、林志哲、林偉文（2004）。台灣創造力教育實施現況。台北：教育部.
吳靜吉、樊學良（2011）。台灣創造力教育相關政策與實踐經驗。創造學刊，2， 5-28。
林幸台、王木榮（1994）。威廉斯創造力測驗指導手冊。台北：心理出版社。
邱發忠、陳學志、徐芝君、吳相儀、卓淑玲（2008）：內隱與外顯因素對創造作業表現的影響。中華心理學刊，50，125-145。
邱皓政（2008）。潛在類別模式--原理與技術。台北：五南。
侯禎塘（2010）。創意藝術表達活動於國小美術班學生創造力與情意輔導之研究。特殊教育與輔助科技學報，1，57-79。
洪素蘋、林珊如（2004年7月）。Whatever you say, I can do it--「學生創意自我效能量表」之編製。「2004年第二屆創新與創造力研討會」發表之論文（台北）。
洪素蘋、黃宏宇、林珊如（2010）。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，40，303-321。
洪祥偉、陳五洲。（2014）。數位學習媒體與戰術作業對國小五年級學生創造力之影響。體育學報，47，303-317。
洪新原、陳鴻基、葉景琳（2006）。創意支援系統提昇使用者創造力之研究：自我效能理論之解釋與實證。資訊管理學報，13，1-26。
張雨霖、陳學志、徐芝君（2010）。教師創造力信念、創造力教學自我效能對創造力教學行為之影響。復興崗學報，99，151-172。
張雨霖、陳學志、陳瑛霞、邱發忠、林耀南、王蔓甄、林鴻文（2013）。淺談高中職階段未來想像與創意之人才培育。創造學刊，4，73-98。
張春興（1989）。張氏心理學辭典。台北：東華。
教育部（2001）。國民中小學九年一貫課程綱要。台北，台灣：教育部。
教育部（2002）。創造力教育白皮書。臺北：教育部。
許育齡、梁朝雲、許盛貴（2014）探討內在動機與自我效能為中介預測科學想像力的學習模式，科學教育學刊，22，89-412。
郭奕龍（2005）。教師的創造力發展課程實施成效之研究。資優教育研究，5，93-109。
陳可欣、戴汝卉、吳清麟、陳學志（2014）。想像力技法融入寫作教學課程設計暨效果評估。創造學刊，5，25-47。
陳昭儀、吳武典、陳智臣（2005）。我國創造力教育發展史。國立教育資料館教育集刊，30，97-111。
陳瑛霞、張雨霖、陳學志（2014）。教師想像與創意培育課程之成效。創造學刊，5，65-86。
陳學志（1999）。認知及認知的自我監控：中文詞聯想常模的建立。行政院國家科學委員會專題研究計畫成果報告（計畫編號：NSC 87-2418-H-030-006）。
陳學志（2013）。教師創意教學及個人目標導向對新移民及本地學生數學成就與數學創造力之影響。行政院科技部專題研究成果報告（編號：99-2511-S-003-036-MY3），未出版。
陳學志、洪素蘋、許禕芳、邱皓政、關秉寅、詹志禹（2009）。擴散性思考與聚斂性思考的交會：限解答之擴散性思考測驗之編製與信效度檢驗。教育科學研究期刊，54，29-62.
陳學志、彭淑玲、曾千芝、邱皓政（2008）。藉由眼動追蹤儀器探討平均掃視幅度大小與創造力之關係。教育心理學報，9，127-149。
黃博聖、陳學志、劉政宏（2012）。「中文詞彙遠距聯想測驗」之編製及其信效度報告。測驗學刊，59（4），581-607。
葉玉珠、吳靜吉、鄭英耀（2000）。影響科技與資訊產業人員創意發展的因素之量表編製。師大學報：科學教育類，45（2），39-63。
葉光輝、劉長萱（1995）。問題的潛在類別分析。社會調查與分析：社會科學研究方法檢討與前瞻之一。臺北：中央研究院民族學研究所.
蔡笑岳、朱雨潔。（2007）。中小學生創造性傾向，智力及學業成績的相關研究。心理發展與教育。2，36-41。
蔡順良（2008）。青少年多向度自我效能量表編製與驗證。教育心理學報，39， 105-126。
蕭佳純（2014）。延宕交叉相關與潛在成長模式在創造力傾向與科技創造力關係間之分析。特殊教育研究學刊，39（2），87-107。
蕭佳純（2015）。國小學童科學創造力成長歷程之縱貫性分析。科學教育學刊，1（23），23-51。

外文部分
Acar, S., & Runco, M. A. (2014). Assessing associative distance among ideas elicited by tests of divergent thinking. Creativity Research Journal, 26, 229-238. doi:10.1080/10400419.2014.901095
Aguilar-Alonso, A. (1996). Personality and creativity. Personality and Individual Differences, 21(6), 959-969.
Akaike, H. (1987). Factor analysis and AIC. Psychometrika, 52(3), 317-332.
Akbari Chermahini, S., Hickendorff, M., & Hommel, B. (2012). Development and validity of a Dutch version of the Remote Associates Task: An item-response theory approach. Thinking Skills and Creativity, 7, 177–186.
Alexander, J. K., Hillier, A., Smith, R. M., Tivarus, M. E., & Beversdorf, D. Q. (2007). Beta-adrenergic modulation of cognitive flexibility during stress. Journal of Cognitive Neuroscience, 19, 468-478.
Allison, B. N., & Schultz, J. B. (2001). Interpersonal identity formation during early adolescence. Adolescence, 36(143), 509.
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45, 357-377. doi: 10.1037/0022-3514.45.2.357
Amabile, T. M. (1987). The motivation to be creative. In S. G. Isaksen, (Ed.), Frontiers of creativity research (pp. 223-254). New York: Bearly Limited.
Amabile, T. M. (1988). A mode of creativity and innovation in organization. Research in Organizational Behavior, 10, 40-167.
Amabile, T. M. (1996). Creativity in context. CO: Westview Press. Collins, M. A., & Amabile, T. M. (1999). Motivation and creativity. In R. J. Sternberg (Ed.), Handbook of Creativity (pp. 297-312). Cambridge, England: Cambridge University Press.
Amabile, T. M., & Hennessey, B. A. (1992). The motivation for creativity in children. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social-developmental perspective (pp. 54-74). New York: Cambridge University Press.
Ansburg, P. I. (2000). Individual differences in problem solving via insight. Current Psychology, 19, 143–146.
Appelbaum, S. H., & Hare, A. (1996). Self-efficacy as a mediator of goal setting and performance: Some human resource applications. Journal of Managerial Psychology, 11(3), 33-47.
Bachter, J., Wenzig, K., & Vogler, M. (2004, February). SPSS TwoStep Cluster - A First Evaluation. Lehrstuhl für Soziologie.Arbeitsund Diskussionspapier, Nürnberg.
Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Chang. Psychological Review, 84, 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self Efficacy: The exercise of control. New York: Freeman.
Basadur, M., & Hausdorf, P. A. (1996) Measuring divergent thinking attitudes related to creative problem solving and innovation management. Creativity Research Journal, 9, 21-32.
Batey, M. (2007). A psychometric investigation of everyday creativity. Unpublished Doctoral Thesis. University of London.
Beeman, M. J., & Bowden, E. M. (2000). The right hemisphere maintains solution-related activation for yet-to-be-solved problems. Memory and Cognition, 28, 1231-1241.
Belcher, T. L., & Davis, G. A. (1971). Interrelationships among three standardized creativity tests and IQ. Annual meeting of the American Educational Research Association, New York, NY.
Bowden, E. M., & Beeman, M. J. (1998). Getting the right idea: Semantic activation in the right hemisphere may help solve insight problems. Psychological Science, 9, 435-440.
Bowden, E.M. & Jung-Beeman, M. (2003). Aha! Insight experience correlates with solution activation in the right hemisphere. Psychonomic Bulletin & Review, 10, 730-737.
Brim, O. G., & Kagan, J. (1980). Constancy and change in human development. Harvard University Press.
Camp, G. C. (1994). A longitudinal study of correlates of creativity. Creativity Research Journal, 7, 125-144.
Carmeli, A., & Schaubroeck, J. (2007). The influence of leaders' and other referents' normative expectations on individual involvement in creative work.The Leadership Quarterly, 18(1), 35-48.
Casey, B. J., Jones, R. M., & Hare, T. A. (2008). The adolescent brain. Annals of the New York Academy of Sciences, 1124(1), 111-126.
Charles, R. E., & Runco, M. A. (2001). Developmental trends in the evaluative and divergent thinking of children. Creativity Research Journal, 13, 417-437.
Chen, G., Gully, S. M., & Eden, D.（2001）.Validation of a new general self-efficacy scale. Organizational Research Methods, 4, 62-83.
Clark, N. M., & Dodge, J. A. (1999). Exploring self-efficacy as a predictor of disease management. Health Education & Behavior, 26(1), 72-89.
Claxton, A. F., Pannells, T. C., & Rhoads, P. A. (2005). Developmental trends in the creativity of school-age children. Creativity Research Journal, 17, 327–335.
Collins, J. L. (1982, March). Self-efficacy and ability in achievement behavior. Paper presented at the annual meeting of the American Educational Research Association, New York.
Costa, P. T., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and individual differences, 13(6), 653-665.
Cropley, A. J. (2003). Creativity in education and learning: A guide for teachers and educators. London: Kogan.
Csikszentmihalyi, M. (1988). Society, culture, and person: A systems view of creativity. Cambridge, England: Cambridge University Press.
Csikszentmihalyi, M. (1996). Creativity. NY：Harper Collins.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals.Annual review of psychology, 53(1), 109-132.
Edwin, C. S., Emily, J. S., & John, C. H. (2005). The creative personality. Gifted Child Quarterly, 49, 300-314. doi: 10.1177/ 001698620504900404
Erickson, E. H. (1953). Growth and crises of the healthy personality. In H. A. Murray & D. Schneider (Eds.), Personality in nature, society, and culture (2nd ed., pp. 185-225). New York: Alfred A. Knopf.
Erickson, E. H. (1963). Child and society (2nd ed). New York: Wiley.
Erickson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
Eysenck, H. J. (1995). Genius: The natural history of creativity (Vol. 12). Cambridge, England: Cambridge University Press.
Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290-309.
Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative cognition: Theory, research, and applications. Cambridge, MA: MIT Press.
Ford, C. M. (1996). A theory of individual creative action in multiple social domains. Academy of Management review, 21(4), 1112-1142.
Furnham, A., Batey, M., Anand, K., & Manfield, J. (2008). Personality, hypomania, intelligence and creativity. Personality and Individual Differences,44, 1060-1069.
Gardner, H. (1982). Art, Mind ant: Brain: A Cognitive Approach to Creativity. New York: Basic Books.
Ghafoor, A., Qureshi, T. M., Azeemi, H. R., & Hijazi, S. T. (2011). Mediating role of creative self-efficacy. African Journal of Business Management, 5(27), 11093-11103.
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, 765-778.
Goodman, L. A. (1974). Exploratory latent structure analysis using both identifiable and unidentifiable models. Biometrika, 61(2), 215-231.
Gray, J. A., Buhusi, C. V., & Schmajuk, N. (1997). The transition from automatic to controlled processing. Neural Networks, 10(7), 1257-1268.
Gruber, H. E. (1988). The evolving systems approach to creative work. Creativity Research Journal, 1(1), 27-51. doi:10.1080/10400418809534285
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454.
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53, 267-293.
Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.
Guilford, J. P. (1977). Way beyond the IQ. Creative Education Foundation.
Guilford, J. P. (1988). Some changes in the structure-of-intellect model. Educational and Psychological Measurement, 48, 1-4.
Helson, R. (1999). A longitudinal study of creative personality in women.Creativity Research Journal, 12(2), 89-101.
Hocevar, D. (1981). Measurement of creativity: Review and critique. Journal of Personality Assessment, 45, 450–464. doi:10.1207/s15327752jpa4505_1
Hoppe, K. D., & Kyle, N. L. (1990). Dual brain, creativity, and health. Creativity Research Journal, 3(2), 150-157.
Houtz, J. C., & Krug, D. (1995). Assessment of creativity: Resolving a mid-life crisis. Educational Psychology Review, 7, 269-300.
Houtz, J. C., Selby, E., Esquivel, G. B., Okoye, R. A., Peters, K. M., & Treffinger, D. J. (2003). Creativity styles and personal type. Creativity Research Journal, 15(4), 321-330.
Isen, A. M., Labroo, A. A., & Durlach, P. (2004). An influence of product and brand name on positive affect: Implicit and explicit measures. Motivation and Emotion, 28, 43-63.
Jauk, E., Benedek, M., & Neubauer, A. C. (2014). The road to creative achievement: A latent variable model of ability and personality predictors. European Journal of Personality, 28, 95–105. doi:10.1002/per.1941
Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, I think I can, and I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19, 247-258.
Johnson, C., & Wilbrecht, L. (2011). Juvenile mice show greater flexibility in multiple choice reversal learning than adults. Developmental Cognitive Neuroscience, 1 (4), 540–551.
Kaufman, J. C., Plucker, J. A., & Baer, J. (2008). Essentials of creativity assessment. New York: Wiley.
Kaufman, L. R., & Rousseeuw, P. PJ (1990) Finding groups in data: An introduction to cluster analysis. Hoboken NJ John Wiley & Sons Inc.
Keegan, D. (1996). The Foundations of Distance Education. London: Croom Helm.
Kim, K. H. (2008). Underachievement and Creativity: Are Gifted Underachievers Highly Creative? Creativity Research Journal, 20(2), 234–242. doi:10.1080/10400410802060232
Kim, K. H. (2011). The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking. Creativity Research Journal, 23, 285–295. http://doi.org/10.1080/10400419.2011.627805
Kirton, M. J. (1976). Adaptors and innovators, a description and measure. Journal of Applied Psychology, 61, 622–629.
Kirton, M. J. (1977). Kirton Adaptation-Innovation Inventory [Research edition]. London: National Federation for Educational Research.
Kirton, M. J. (Ed.). (1989). Adaptors and innovators. London: Routledge.
Kleibeuker, S. W., De Dreu, C. K. W., & Crone, E. A. (2013). The development of creative cognition across adolescence: distinct trajectories for insight and divergent thinking: Creative cognition across adolescence. Developmental Science, 16, 2–12. DOI: 10.1111/j.1467-7687.2012.01176.x
Knott, L. M., Threadgold, E., & Howe, M. L. (2014). Negative mood state impairs false memory priming when problem-solving. Journal of Cognitive Psychology, 26, 1-8.
Kohlberg, L. (1969). Stage and sequence: the cognitive-developmental approach to socialization. In D.A. Goslin (Ed.), Handbook of socialisation theory and research (pp. 347-480). Chicago: Rand McNally.
Kounios, J., Frymiare, J. L., Bowden, E. M., Fleck, J. I., Subramaniam, K., Parrish, T. B., & Jung-Beeman, M. (2006). The prepared mind neural activity prior to problem presentation predicts subsequent solution by sudden insight. Psychological Science, 17, 882-890.
Kumar, V. K., Holman, E. R., & Rudegeair, P. (1991). Creativity styles of freshmen students. The Journal of creative behavior, 25(4), 320-323.
Kumar, V. K., Kemmler, D., & Holman, E. R. (1997) The Creativity Styles Questionnaire-Revised. Creativity Research Journal, 10, 51-58.
Lau, S., & Cheung, P. C. (2010). Developmental Trends of Creativity: What Twists of Turn Do Boys and Girls Take at Different Grades? Creativity Research Journal, 22, 329–336. http://doi.org/10.1080/10400419.2010.503543
Lazarsfeld, P. F., & Henry, N. W. (1968). Latent structure analysis. Boston: Houghton Mifflin.
Lazarus, R. S., DeLongis, A., Folkman, S., & Gruen, R. (1985). Stress and adaptational outcomes: The problem of confounded measures. American Psychologist, 40, 770-779.
Lee, C. S., & Therriault, D. J. (2013). The cognitive underpinnings of creative thought: A latent variable analysis exploring the roles of intelligence and working memory in three creative thinking processes. Intelligence, 41(5), 306-320.
Lent, R. W., Brown, S. D., & Larkin, K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of counseling psychology, 33(3), 265.
Lo, Y., Mendell, N. R., & Rubin, D. B. (2001). Testing the number of components in a normal mixture. Biometrika, 88(3), 767-778.
Maddux, J. E., & Gosselin, J. T. (2003). Self-efficacy. In M. R. Leary & J. P. Tangney (Eds.), Handbook of self and identity (pp. 218-238). New York: Guilford Press.
Maddux, W., & Galinsky, A. (2009). Cultural borders and mental barriers: The relationship between living abroad and creativity. Journal of Personality and Social Psychology, 96(5), 1047-1061. doi: 10.1037/a0014861
Magidson, J. & Vermunt, J. K. (2002a). Latent class models for clustering: A comparison with K-means. Canadian Journal of Marketing Research, 20, 36-43.
Mathisen, G. E., & Bronnick, K. S. (2009). Creative self-efficacy: An intervention study. International Journal of Educational Research, 48(1), 21-29.
McCutcheon, A. L. (Ed.). (1987). Latent class analysis (No. 64). Sage.
Mednick, S. (1962). The associative basis of the creative process. Psychological review, 69, 220.
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of counseling psychology, 38(1), 30.
Mumford, M. D., & Gustafson, S. B. (1988). Creativity syndrome: Integration, application, and innovation. Psychological Bulletin, 103(1), 27–43.
Mumford, M. D., & Whetzel, D. L. (1996). Insight, creativity, and cognition: On Sternberg and Davidson's The nature of insight. Creativity Research Journal,9, 103-107.
Muthén, B. O. (2004). Mplus: Statistical Analysis with Latent Variables, technical appendices. Los Angeles: Muthén and Muthén.
Muthén, B., & Muthén, L. K. (2000). Integrating person‐centered and variable‐centered analyses: Growth mixture modeling with latent trajectory classes. Alcoholism: Clinical and experimental research, 24(6), 882-891.
Muthén, L. K., & Muthén, B. O. (2012). Mplus. The comprehensive modelling program for applied researchers: User’s guide, 5.
Notelaers, G., Einarsen, S., De Witte, H., & Vermunt, J. K. (2006). Measuring exposure to bullying at work: The validity and advantages of the latent class cluster approach. Work & Stress, 20, 289-302. doi:10.1080/02678370601071594
Notelaers, G., Einarsen, S., De Witte, H., & Vermunt, J. K. (2006). Measuring exposure to bullying at work: The validity and advantages of the latent class cluster approach. Work & Stress, 20(4), 289-302. doi:10.1080/02678370601071594
Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural equation modeling, 14(4), 535-569.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of educational research, 66, 543-578.
Pajares, F., & Urdan, T. (Eds.). (2008) The ones we remember: Scholars reflect on teachers who made a difference. Charlotte, NC: Information Age Publishing.
Pastor, D. A., Barron, K. E., Miller, B. J., & Davis, S. L. (2007). A latent profile analysis of college students’ achievement goal orientation. Contemporary Educational Psychology, 32(1), 8-47.
Piaget, J. (1970). Science of education and the psychology of the child. New York: Orion.
Piaget, J. (1976). Piaget’s theory. Springer: Berlin Heidelberg.
Plucker, J. A., & Makel, M. C. ( 2010). Assessment of creativity. In J. C.Kaufman & R. J.Sternberg (Eds.) , Cambridge handbook of creativity (pp. 48– 73). New York: Cambridge University Press.
Plucker, J. A., & Renzulli, J. S. (1999). Psychometric approaches to the study of human creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 35-61). Cambridge, MA: Cambridge University Press.
Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn't creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational psychologist, 39(2), 83-96.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models.Behavior research methods, 40(3), 879-891.
Preacher, K. J., Rucker, D. D., MacCallum, R. C., & Nicewander, W. A. (2005). Use of the extreme groups approach: a critical reexamination and new recommendations. Psychological methods, 10(2), 178.
Ramaswamy, V., DeSarbo, W. S., Reibstein, D. J., & Robinson, W. T. (1993). An empirical pooling approach for estimating marketing mix elasticities with PIMS data. Marketing Science, 12(1), 103-124.
Rhodes, M. (1961). An analysis of creativity. Phi Delta Kappan, 42, 305-310.
Rimm, S., & Davis, G. A. (1980) Five years of international research with GIFT. An instrument for the identification of creativity. Journal of Creative Behavior, 14, 35-46.
Rookey, T. J. (1973). Pennsylvania Assessment of Creative Tendency. NJ: Educational Testing Service Princeton.
Rosenblatt, E., & Winner, E. (1988). The art of children's drawing. Journal of Aesthetic Education, 3-15.
Rothenberg, A. (1990). Creativity in adolescence. Psychiatric Clinics of North America, 13, 415–434.
Runco, M. (2007). Creativity: Theories and themes: Research, development andpractice. Burlington, MA: Elsevier Academy Press.
Runco, M. A. (2008). Commentary: Divergent thinking is not synonymous with creativity. Psychology of Aesthetics, Creativity, and the Arts, 2, 93–96. doi:10.1037/1931-3896.2.2.93
Runco, M. A., & Acar, S. (2012). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 24, 66-75. doi:10.1080/10400419.2012.652929
Runco, M. A., & Albert, R. S. (1985). The reliability and validity of ideational originality in the divergent thinking of academically gifted and nongifted children. Educational and Psychological Measurement, 45(3), 483-501.
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24, 92-96.
Runco, M. A., Johnson, D., & Gaynor, J. R. (1996). The judgmental bases of creativity and implications for the study of gifted youth. In A. Fishkin, & P. Olszewski-Kubilius (Eds.), Creativity in youth: research and methods (pp. 23-36). Cresskill, NJ: Hampton Press.
Runco, M.A., Pritzker, S.R. (Eds.) (1999). Encyclopedia of Creativity. Academic Press, San Diego, CA
Ruscio, J., Whitney, D. M., & Amabile, T. M. (1998). Looking inside the fishbowl of creativity: Verbal and behavioral predictors of creative performance. Creativity Research Journal, 11, 243-263.
Ryhammar, L., & Smith, G. J. (1999). Creative and other personality functions as defined by percept-genetic techniques and their relation to organizational conditions. Creativity Research Journal, 12, 277-286.
Schooler, J. W., Ohlsson, S., & Brooks, K. (1993). Thoughts beyond words: When language overshadows insight. Journal of experimental psychology: General, 122, 166.
Schunk, D. H. (1995). Self-efficacy and education and instruction. In Self-efficacy, adaptation, and adjustment (pp. 281-303). Springer US.
Schwartz, S. E. O., Rhodes, J. E., Chan, C. S., & Herrera, C. (2011). The impact of school-based mentoring on youths with different relational profiles. Developmental Psychology, 47(2), 450–462. doi:10.1037/a0021379
Schwarz, G. (1978). Estimating the dimension of a model. Annals of Statistics, 6, 461-464.
Selby, E. C., Treffinger, D. J., Isaksen, S. G., & Lauer, K. J. (2004). Defining and Assessing Problem‐Solving Style: Design and Development of a New Tool. The Journal of Creative Behavior, 38(4), 221-243.
Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology,87(3), 386.
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.
Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: new procedures and recommendations. Psychological methods, 7(4), 422.
Silvia, P. J., Kaufman, J. C., & Pretz, J. E. (2009). Is creativity domain-specific? Latent class models of creative accomplishments and creative self-descriptions. Psychology of Aesthetics, Creativity, and the Arts, 3, 139–148. doi:10.1037/a0014940
Silvia, P. J., Martin, C., & Nusbaum, E. C. (2009). A snapshot of creativity: Evaluating a quick and simple method for assessing divergent thinking. Thinking Skills and Creativity, 4(2), 79-85. doi: 10.1016/j.tsc.2009.06.005
Silvia, P. J., Nusbaum, E. C., Berg, C., Martin, C., & O’Connor, A. (2009). Openness to experience, plasticity, and creativity: Exploring lower-order, high-order, and interactive effects. Journal of Research in Personality, 43, 1087-1090. doi: 10.1016/j.jrp.2009.04.015
Silvia, P. J., Winterstein, B. P., Willse, J. T., Barona, C. M., Cram, J. T., Hess, K. I., … Richard, C. A. (2008). Assessing creativity with divergent thinking tasks: Exploring the reliability and validity of new subjective scoring methods. Psychology of Aesthetics, Creativity, and the Arts, 2, 68–85. doi:10.1037/1931-3896.2.2.68
Simonton, D. K. (1998). Creativity, leadership, and chance. In R. J. Sternberg (Ed.), The nature of creativity (pp.386-427). New York: Cambridge University Press.
Simonton, D. K. (2012). Teaching Creativity Current Findings, Trends, and Controversies in the Psychology of Creativity. Teaching of Psychology, 39, 217-222.
Smith, G. J., & Carlsson, I. (1983). Creativity in early and middle school years.International Journal of Behavioral Development, 6, 167-195.
Smith, G., & Carlsson, I. (1985). Creativity in middle and late school years.International Journal of Behavioral Development, 8, 329-343.
Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological methodology, 13(1982), 290-312.
Spear, L. P. (2000). The adolescent brain and age-related behavioral manifestations. Neuroscience & Biobehavioral Reviews, 24(4), 417-463.
Sternberg, R. J. (1988). Mental self-government : A theory of intellectual styles and their development. Human Development, 31 ,197-224.
Sternberg, R. J. (1997). Thinking styles. New York：Cambridge University Press
Sternberg, R. J., & Grigorenko, E. L. (1997). Are cognitive styles still in style?. American psychologist, 52(7), 700.
Sternberg, R. J., & Lubart, T. I. (1991). An investment theory of creativity and its development. Human development, 34, 1-31.
Sternberg, R.J., & Lubart, T.I. (1995). Defying the crowd: Cultivating Creativity in a culture of conformity. New York : the free press.
Storm, B. C., Angello, G., & Bjork, E. L. (2011). Thinking can cause forgetting: Memory dynamics in creative problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. doi: 10.1037/a0023921.
Stormont, M., Herman, K. C., Reinke, W. M., David, K. B., & Goel, N. (2013). Latent profile analysis of teacher perceptions of parent contact and comfort. School Psychology Quarterly, 28, 195–209. doi:10.1037/spq0000004
Subramaniam, K., Kounios, J., Parrish, T. B., & Jung-Beeman, M. (2009). A brain mechanism for facilitation of insight by positive affect. Journal of Cognitive Neuroscience, 21, 415-432.
Taft, R., & Rossiter, J. R. (1966). The Remote Associates Test: divergent or convergent thinking? Psychological reports, 19(3), 1313-1314.
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137-1148.
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137-1148.
Tierney, P., & Farmer, S. M. (2004). The Pygmalion process and employee creativity. Journal of Management, 30, 413-432.
Torrance, E. P. (1966). Torrance tests of creative thinking: norms-technical manual. Princeton, N. J.: Personnel Press, Inc.
Torrance, E. P. (1967). Understanding the fourth grade slump in creative thinking. Final Report. GA: The University of Georgia.
Torrance, E. P. (1979). The search of satori & creativity. Buffalo, New York: Creative Education Foundation, Inc.
Treffinger, D. J., Isaksen, S. G., & Firestein, R. L. (1983). Theoretical perspectives on creative learning and its facilitation: An overview. Journal of Creative Behavior, 17, 9–17.
Treffinger, D. J., Selby, E. C., & Isaksen, S. G. (2008). Understanding individual problem-solving style: A key to learning and applying creative problem solving. Learning and Individual Differences, 18(4), 390-401.
Tsang, S. K., Hui, E. K., & Law, B. (2012). Self-efficacy as a positive youth development construct: a conceptual review. The Scientific World Journal,2012.
Vincent, A. S., Decker, B. P., & Mumford, M. D. (2002). Divergent thinking, intelligence, and expertise: A test of alternative models. Creativity research journal, 14(2), 163-178. doi:10.1207/S15326934CRJ1402_4
Von Stumm, S., Chung, A., & Furnham, A. (2011). Creative ability, creative ideation and latent classes of creative achievement: What is the role of personality? Psychology of Aesthetics, Creativity, and the Arts, 5, 107–114. doi:10.1037/a0020499
Wakefield, J. C. (1992). Disorder as harmful dysfunction: a conceptual critique of DSM-III-R's definition of mental disorder. Psychological review, 99, 232.
Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children. New York: Holt, Rinehart and Winston.
Williams, F. E. (1969). Models for encouraging creativity in the classroom by integrating cognitive-affective behaviors. Educational Technology, 9(12), 7-13.
Williams, F. E. (1980). The Creativity Assessment Packet. Chesterfield, MO: Psychologists and Educators Inc.
Williams, F. E. (1993). The Creativity Assessment Packet. Chesterfield, MO: Psychologists and Educators Inc.
Wong, Y. J., Nguyen, C. P., Wang, S.-Y., Chen, W., Steinfeldt, J. A., & Kim, B. S. K. (2012). A latent profile analysis of Asian American men’s and women’s adherence to cultural values. Cultural Diversity and Ethnic Minority Psychology, 18, 258–267. doi:10.1037/a0028423
Wong, Y. J., Nguyen, C. P., Wang, S.-Y., Chen, W., Steinfeldt, J. A., & Kim, B. S. K. (2012). A latent profile analysis of Asian American men’s and women’s adherence to cultural values. Cultural Diversity and Ethnic Minority Psychology, 18(3), 258–267. doi:10.1037/a0028423
Woodman, R. W., Sawyer, J. E., & Griffin, R. W. (1993). Toward a theory of organizational creativity. Academy of management review, 18(2), 293-321.
Wu, C.H., Cheng, Y., Ip, H.M., & McBride-Chang, C. (2005). Age differences in creativity: Task structure and knowledge base. Creativity Research Journal, 17, 321–326.
Wuthrich, V., & Bates, T. C. (2001). Schizotypy and latent inhibition: Non-linear linkage between psychometric and cognitive markers. Personality and Individual Differences, 30(5), 783-798. doi: 10.1016/S0191-8869(00)00071-4
Zeng, L., Proctor, R. W., & Salvendy, G. (2011). Can traditional divergent thinking tests be trusted in measuring and predicting real-world creativity?. Creativity Research Journal, 23, 24-37. doi:10.1080/10400419.2011.545713
Zhao, H., Seibert, S. E., & Hills, G. E. (2005). The mediating role of self-efficacy in the development of entrepreneurial intentions. Journal of applied psychology,90(6), 1265.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.