國小資優生自我效能、歸因型態對創造力與學業成就影響之研究

The Influence of Self-efficacy, and Attributional Style on Creativity and Academic Performance of Gifted Elementary School Students

本研究旨在探討國小資優生與普通生之自我效能、歸因型態及創造力、學業成就表現的差異；以及不同自我效能、歸因型態等變項對於創造力及學業成就表現之影響。研究者以自編之「創造力評定量表」、「自我效能及歸因量表」為研究工具，以臺北市三、四、五年級資優生275名，以及同年級普通生252名為研究對象，所得資料經統計後結果如下：一、國小資優生之創造力表現、自我效能高於普通班學生，但理想與非理想之歸因型態並無顯著差異。二、以理想歸因型態、非理想歸因型態、自我效能做為自變項，創造力表現、學業T分數做為依變項，繪製模型後發現，三項自變項對創造力表現共有38％的解釋變異量，對學業T分數的解釋變異量則為10％；此外，自我效能對創造力表現的直接效果值為.61，對學業T分數的直接效果值.31，而歸因部分對於創造力及學業成就表現的直接效果值則呈現較分歧的情況。最後，本研究依據研究發現與結果進行討論，並提出教師對於學生自我效能及歸因輔導策略及未來研究的相關建議。

The purposes of this study were to investigate the influence of self-efficacy and attributional style on creativity and academic achievement between elementary school students of different classes (gifted versus regular) and different grade levels， and their potentials for superior creativity and academic performance. A total of 275 gifted students in third through fifth grade and 252 regular students at the same grade level in Taipei City elementary schools participated in this study. Two-way ANOVA and SEM were the main statistical analysis methods used for data analysis. The results of this study were as follows: 1. A significant difference existed between the self-efficacy score of gifted students and regular students， but no significant difference were found between the groups in attribution style scores. 2. In the study， there are five main variables， the ideal attributional style， unideal attributional style and self-efficacy examed as independent variables; creative performance and academic T score examed as dependent variables. Above these three independent variables account for 38% of the variance of the creative performance， and they also account for 10% of academic T score. Additionally， the self-efficacy direct effect size on creativity performance is .61 and .31 on the T score of academic performance， but for attributional part， the self-efficacy direct effect size on creative and academic performance are diversed.