| Summary: | 碩士 === 國立高雄師範大學 === 科學教育研究所 === 92 === The purpose of this research was to investigate the relationships between learning motivation, creative tendency, teacher-student interaction and scientific creativity among seventh graders. It is providing reference resources for the people who are engaged in the creative teaching and make a study of creativity.
This research consulted several research scholars’ creativity theories. Finally, according to Amabile’ componential model of creativity. This research investigated the relationships between learning motivation, creative tendency, teacher-student interaction and scientific creativity among seventh graders. The employed instruments were “Test of Scientific Creativity”, “Scientific Learning Motivation Questionnaire”, “Williams Creative Tendency Questionnaire”, and “Teacher-Student Interaction Questionnaire”. The participants included 316 pupils in Kaohsiung country. The employed analysis methods were descriptive statistics, independent sample t-test, stepwise multiple regression analysis. We carried on the quantification statistics and qualitative dada analysis.
The results of this research were as follows:
(1) Among the relationship between learning motivation and scientific creativity in the students, “ self efficacy” is the most important.
(2) Among the relationship between creative tendency and scientific creativity in students, “ challenge” is the best weighting.
(3) Among the relationship between teacher-student interaction and scientific creativity, “challenging question” is the highest correlation with scientific creativity, and the “understanding and friendly” is second to “challenging question”. In the stepwise multiple regression analysis, these are the best weightings.
(4) Among the relationship between creative tendency and scientific creativity in students, “controlling and management” is the lowest correlation with scientific creativity.
(5) “ challenge”, “self efficacy”, “challenging question”, “understanding and friendly”, “performance goal” in scientific creativity performance all have important influences.
(6) Among the influences between learning motivation, creative tendency, teacher-student interaction and scientific creativity among seventh graders, the “creative tendency”, and “teacher-student interaction” are more important.
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