Construction of Imaginative Thinking Tests

• Main Author: 許芳彬
• Other Authors: 陳學志
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/66585468921155577470

碩士 === 國立臺灣師範大學 === 創造力發展碩士在職專班 === 100 === The main purpose of this study aims to construct and validate “Imaginative Thinking Tests”. According to literature review, imaginative thinking comprises four components: fluency, flexibility, beyond reality and vividness, respectively. Besides, the former four components were taken to take shape the tests and rating indices. In order to construct the formal tests, a total 150 senior high school students living in Taipei city and Chiayi County were selected as pretest-sample students. After data collection, the researcher adopted Independent-Sample T Test and Two-way ANOVA to explore the relationship between the four indices and consensual assessment. Then, Regression analysis was also used to confirm the main effective components of imaginative thinking (beyond reality and vividness were predictor variables, and scores of consensual assessment were criterion variables). Through analysis, it revealed that “beyond reality “and “vividness “ were indispensible units in imaginative thinking. The sample for the formal study was 234 senior high school students and vocational high school students. In reliability validation, test-retest reliability was adopted to ensure stability of the tests. For validity, the “New Creative Tests”, the “Scale of Future Imagination Disposition” and the “Watson-Glaser Critical Thinking Appraisal” were criteria to obtain criterion-related validity. The results are as followed: 1. In this study,” The Imaginative Thinking Tests” which comprised verbal and figural activities was developed, and the crucial rating indices were "beyond reality" and " vividness ". 2. With regard to reliability of this instrument, the Cronbach's α of "beyond reality" was .945, and of " vividness " was .923.The test-retest reliability of the two rating indices were .555 and .320, respectively. 3. In Criterion-Related Validity, the scores of "beyond reality" correlated significantly with that of the “New Creative Tests” but not significantly with that of WGCTA. There was significant correlation (r=.48) between the scores of " vividness " and that of the “Scale of Future Imagination Disposition”. Besides, compare with control group, pupils who attending future imagination courses had higher scores on index of beyond reality. Finally, there are some main suggestions and recommendations from the results for future study and teachers.