本研究目的在探究情緒（快樂、生氣、害怕、難過）、創造技巧教導處理順序 (情緒誘發－＞創 造技巧教導，創造技巧教導－＞情緒誘發) 之交互作用對創造力表現的影響。研究一為二因子受試者 間設計，另外加上操弄中性組、單純的創造技巧教導狀況 (SCAMPER 技巧)，總計有10 個狀況。研 究程序為將250 位大學生隨機分派至各實驗狀況，經由各實驗狀況的處理後，測量參與者在擴散性思 考測驗上的表現。研究二也以250 位大學生為參與者，研究設計類似研究一，但在誘發參與者情緒上 改為影片誘發的方法。研究三的研究設計和程序類似研究一，但把創造教導技巧修改為頓悟性問題解 決技巧的教導，及測量創造力工具改為頓悟性問題。研究四研究設計類似研究三，但在誘發參與者情 緒上改為影片誘發的方法。本研究將對情緒、創造技巧順序交互作用對創造思考的影響做出貢獻。
This study aims to explore the impact of interaction between emotion (happy, anger, fear, and sad), creating skills instruction sequence (inducing emotion-> creating skills instruction, creating skills instruction -> inducing emotion) on creativity. Study 1 employed a two-factor between-subject design. The two factors were emotion, creating skills instruction sequence (SCAMPER), In addition, includes group and creative skill teaching group, a total of 10 conditions. In the experimental procedure, 250 college students were randomly assigned to the 10 experimental conditions and their performances of divergent thinking test were measured. Design of Study 2 was the same as that of Study 1 except the method of inducing emotion was replaced by film. Design of Study 3 was the same as that of Study 1 except the SCAMPER instruction was replaced by insight problem solving skill; and the measurement of creativity was replaced by the insight problems. Design of Study 4 was the same as that of Study 3 except the method of inducing emotion was replaced by film. This study has contribution of discovering the impact of interaction among emotion, creating skills instruction sequence on creativity.
