| Summary: | 碩士 === 輔仁大學 === 統計資訊學系應用統計碩士在職專班 === 106 === This study combined the learning environment theory, learning psychology theory and creativity theory in order to discuss how the interaction of learning environmental factors and learning psychological factors influenced the creativity and examined a validation of the theoretical model by using structure equation model (SEM). In second phase, discussing whether the creativity of students will be improved by college of learning environmental factors and by utilizing multilevel research frameworks and analysis strategies of hierarchical linear model (HLM). The sample originated with 1,436 full-time students from 12 colleges who were requested to complete the questionnaires.
The conclusion of this study stated as following. Under individual level, facilitative motivation and inspiration through action completely mediated the relationship of learning environment, learning psychology and creativity, under the interaction of learning environment moderated learning psychology, the influence of creativity by learning psychology through inspiration through action was the strongest, the influence of creativity by learning environment through facilitative motivation was the weakest. According to the comparison of models, the all individual level models were significantly influenced by moderator. Facilitative motivation didn’t have moderated mediation effect by interaction; however, inspiration through action and serial mediation effect from facilitative motivation to inspiration through action had moderated mediation effect. The moderated mediation effect were being increased under the interaction influenced on facilitative motivation to inspiration through action.
Under organizational level, in the indirect effect, learning psychology, facilitative motivation and inspiration through action partially mediated the relationship of college of learning environment and creativity, the influence of cross-level mediation effect from college of learning environment to creativity through facilitative motivation was the strongest; however, the influence of cross-level mediation effect from college of learning environment to creativity through inspiration through action was the weakest. In the direct effect, the influence on college of learning environment to creativity was the strongest, facilitative motivation to creativity was the weakest. The cross-level moderate mediation effect of cross-level college of learning environment to creativity didn’t exist, this is the biggest difference with individual level. In this study also found that the influence in the process of student learning to creative-thinking on organization was an important factor.
According to the results of this study, implications of the findings in terms of theory and practice will be further discussed.
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