注意力缺陷過動症學生在威廉斯創造力測驗表現之研究

A Study on the Performance of the Creativity Assessment Packet in Students

本研究主要目的在探討注意力缺陷過動症學生(Attention-Deficit /Hyperactivity Disorder，簡稱ADHD)與普通學生在認知與情意創造力表現的差異，並探討ADHD學生認知與情意創造力之關係。研究對象共有兩群：ADHD學生來自高雄縣市國小四年級至國中三年級共48名，普通學生為威廉斯創造力測驗台灣常模樣本，研究工具為林幸台、王木榮(民83)修訂威廉斯創造力測驗，採取測驗包括學生自評的威廉斯創造性思考活動與威廉斯創造性傾向量表，所得資料以t考驗與Pearson積差相關進行分析，研究結果如下：一、認知創造力方面：ADHD學生在整體威廉斯創造思考活動表現優於普通學生，且在流暢力、開放性、變通力、獨創力、精密力與標題等六項表現均優於普通學生。二、情意創造力方面：ADHD學生在整體威廉斯創造性傾向量表表現低於普通學生，但從各分項表現而言，雖然ADHD學生在好奇性與挑戰性表現均低於普通學生，但冒險性及想像力表現與普通學生無差異。三、認知與情意創造力之相關：ADHD學生在整體威廉斯創造思考活動與威廉斯創造性傾向量表表現之相關很低，兩者相關係數為.068，兩份測驗各分項表現之相關多數出現低相關，相關係數介於-.282～.364 之間，其中僅精密力與冒險性、標題與冒險性有達顯著相關。

The main purpose of the study were (a) to examine the differences between ADHD and regular students on the performance of creativity， (b) to examine the relationship between the performance of cognitive and affective creativity in ADHD students. Participants consisted of 48 ADHD students and norm students from Creativity Assessment Packet. All ADHD participants were students from grades 4-9 in the Kaohsiung City and Kaohsiung County. Assessing instrument was the Creativity Assessment Packet from a student selfassessment. The data obtained were analyzed by t-test and Pearson correlation analysis. The main findings were summarized as follows: 1.The ADHD students were significantly higher total scores than the regular students on the cognitive performance from the Creativity Assessment Packet. Subtest score analysis revealed that ADHD subjects scored significantly higher than the regular students in fluency， openness， flexibility， originality， elaboration， and plot titles subtests. 2.The ADHD students show less than regular students on the affective performance from the Creativity Assessment Packet. Subtest score analysis revealed that ADHD students scored significantly less than regular students in curiosity and complexity subtest. No significantly group difference were found on risk taking and imagination subtests. 3.There were no significantly total score correlation between cognitive and affective performance from the Creativity Assessment Packet in ADHD students. All of the subtests score were almost no significantly correlation， while there were significantly correlation between elaboration and risk taking， plot titles and risk taking. Further discussions are made according to the present research findings. Some suggestions for ADHD education and further studies are also proposed.