「國小資優生創造傾向量表」之編製研究

Development of a Creative Tendency Scale for Gifted Students in Taiwan Elementary Schools

本研究旨在針對國小資優生編製一份具有信、效度之創造傾向量表，並比較不同背景資優生在此一測量工具上是否具有組間的不變性。該量表乃根據Williams（1980, 1993）的創造傾向理論並參考林幸台和王木榮（1994）的「威廉斯創造性傾向量表」所編製而成，採分層隨機與叢集取樣合併之抽樣方式共獲得有效樣本894 份，再依分析的需要將此一樣本隨機分為三等分。先以第一組樣本作探索性因素分析和項目分析，再以第二組樣本進行結構方程模式之驗證性因素分析，然後用第三組樣本做此一測量模式之複核效化，最後則採多群組分析進行逐漸嚴苛之多層次檢驗。結果顯示：本量表之因素結構良好具有建構效度，信度考驗也達到令人非常滿意的標準，且蒐集的資料適配提出的理論模式，而模式的穩定性也通過了最寬鬆至最嚴苛複製策略之統計考驗，另本研究也證實了此一測量工具對不同背景之資優生而言均具有測量的恆等性。

Purpose: This study constructs a reliable and valid creative tendency scale for gifted students in Taiwan elementary schools and compares whether groups invariance exists for the different backgrounds of gifted students in this scale.
Methods: Based on the theories by Williams (1980, 1993) and referring to the Williams Creative Tendency Scale by Lin and Wang (1994), a designed scale, the Creative Tendency Scale for Gifted Students of Elementary Schools, was used to survey gifted students in Taiwan elementary schools. A total of 894 valid samples were collected by stratified random sampling and cluster sampling. The samples were divided into three sets by a random procedure. The first sample set was analyzed by item analysis and exploratory factor analysis to discover the best theoretical construction and most appropriate items. The second sample set was analyzed by confirmatory factor analysis using structure equation modeling to evaluate the goodness of fit between collected data and the proposed theoretical model in this study. The third sample set was tested by cross-validation. Finally, the different strictness levels in multi-groups were analyzed.
Results: The results show factors with great structures and the presence of construction validities in this scale. The reliabilities of the data were also satisfactory. The collected data fitted to the theoretical model and this model stability passed the statistical tests from most loose to most tight replication strategies.
Conclusions/Implications: Based on the previous results, 3 conclusions were made, listed as follows: (1) The Creative Tendency Scale for Gifted Students of Elementary Schools has good reliability and validity and can be used to evaluate the creative tendency of gifted students in Taiwan elementary schools. (2) The Williams (1980, 1993) relational model of creative tendency is a stable, predictive, and valid model. (3) The Williams (1980, 1993) relational model of creative tendency between gifted and regular students of elementary schools is the same. In this study, measurement invariance is confirmed for gifted students with different backgrounds. The study has the following 5 recommendations: (1) This scale only applies to the analysis of creative tendency for gifted students and can not be used to assess cognitive aspects of creativity. (2) This study suggests amending and improving poor indicators of this scale to enhance the individual item reliability of observable variables of this scale. (3) Objects of this study can be extended to other stages of education or other types of gifted students, to assess whether a validity extension is still present in this measurement tool. (4) This study suggests conducting a multi-group analysis for other background variables of gifted students to understand whether measurement invariance exists in this scale. (5) The study suggests adopting a two-stage (pilot study and main study) random sampling of research procedures to view and verify whether this scale possesses appropriate reliability and validity.