• 作者： 張菽萱1、王志蓮1、李金泉2,*
• 作者服務機構： 1.國立彰化師範大學 工業教育與技術學系 ; 2.南臺科技大學 教育領導與評鑑研究所
• 中文摘要： 本研究旨在探討臺灣地區科技大學設計類科大學生之品味能力對個人創意的影響、探討創意自我效能的中介效果、並檢視學校創意支持對此中介機制的調節意涵。採用問卷調查法，蒐集臺灣地區720位科大生的資料，以調節式中介效果路徑分析進行假設驗證。研究結果發現：一、品味能力、創意自我效能與學校創意支持均對個人創意有顯著的正向影響效果；二、品味能力與學校創意支持皆對創意自我效能有顯著的正向影響效果；三、學校創意支持在創意自我效能與個人創意間有顯著的正向調節效果；四、創意自我效能的中介作用會使品味能力對個人創意有顯著的正向影響，此為部分中介效果；五、學校創意支持，在創意自我效能中介品味能力對個人創意之影響上有正向調節作用，具有調節式中介效果。本研究據上所述，提出相關的討論與建議。
• 英文摘要： This study investigated the mediating role of creative self-efficacy in linking savoring with individual creativity, and further examined the moderating role of perceived school support for creativity in influencing the mediating mechanisms. A survey was used to gather responses from a sample of 720 University of Science and Technology students in Taiwan. The research conducted a path-analysis-based moderated mediation analysis to examine the hypotheses. Findings include: 1. savoring, creative self-efficacy, school support for creativity positively affected individual creativity; 2. savoring, school support for creativity positively affected creative self-efficacy; 3. perceived school support for creativity has a significant positive moderating effects on the relationship between creative self-efficacy and individual creativity; 4. the partial-mediating role of creative self-efficacy had an effect of enabling savoring to have a significantly positive effects on individual creativity; and 5. perceived school support for creativity had effects of positively moderated mediation relationships among savoring and individual creativity via creative self-efficacy. Based on these results, the implications and suggestions are provided for future research.
• 中文關鍵字： 品味能力、個人創意、創意自我效能、調節式中介效果、學校創意支持
• 英文關鍵字： Savoring, Individual Creativity, Creative Self-Efficacy, Moderated Mediation Model, Perceived School Support for Creativity