隨著 21 世紀進入創造力時代，創造力成為學童應對問題的關鍵能力，受到教育政策的高度關注， 以往研究多聚焦於認知層面，本研究則探討情意層面的「創意傾向」，包括挑戰性、想像力、好 奇心和冒險性，這些向度被視為影響創造行為的重要因素。本研究旨在編製花蓮縣國小高年級學 童適用的創意傾向量表，並探討學童在創意傾向的性別與年級差異。研究分兩階段進行：第一階 段進行專家審查，以 281 位學童進行預試以實施探索性因素分析；第二階段以 944 位學童為正式 樣本，進行驗證性因素分析及內部一致性信度考驗，最後針對性別與年級背景變項進行差異分析 以考驗量表之建構效度，並其在創意傾向的差異情形。研究結果顯示，創意傾向量表為二階四因 素模式，總計 20 題，量表具有不錯的整體適配度、內在結構適配、聚斂效度、區別效度、建構效 度及內部一致性信度。性別分析發現，男學童的挑戰性、好奇心與冒險性得分顯著高於女學童， 而女學童的想像力則顯著高於男學童。年級分析顯示，六年級學童在四個向度的平均得分略高於 五年級學童，但未達顯著差異，顯示創意傾向在高年級的發展相對穩定。本研究結果可作為教師 設計差異化教學活動的依據，幫助學童均衡發展不同創意向度，以提升創造力培養的成效。

In an increasingly fast-paced and unpredictable world, anxiety and emotional distress have become prevalent challenges. The ability to regulate emotions, manage stress, and recover from adversity is increasingly recognized as a critical psychological skill. While physical fitness is heavily emphasized—with gyms found in abundance—spaces or systems for developing a healthy mind are rarely prioritized. University students are often navigating complex academic, social, and personal transitions, yet little attention is given to cultivating the emotional and psychological skills they need to cope. To meet this need, this study explores how Emotional Psychology courses can go beyond theoretical instruction to actively foster emotional well-being and psychological resilience. Emotional Psychology, as a scientific discipline, explores the nature, causes, and consequences of emotions. However, its academic treatment often remains theoretical, and students frequently report difficulty applying what they learn to real-life emotional experiences. Without the inclusion of experiential and practical components, emotional knowledge remains abstract and disconnected from lived reality. In response to this gap, this study developed and implemented a series of structured “Healthy Mind Training” activities within an Emotional Psychology course. These activities were grounded in three key pillars: Mindfulness, Acceptance and Compassion, and Positive Connection—together referred to as the Healthy Mind MAP. This integrative framework emphasizes not only the acceptance and transformation of negative emotions but also the intentional cultivation of positive experiences to build resilience and emotional well-being. Through experiential learning, daily practice, and reflection, students were guided to internalize emotional regulation techniques, reshape neural pathways, and transform habitual patterns of thought, emotion, and behavior. The purpose of this study was to evaluate whether integrating healthy mind training activities into an Emotional Psychology course could improve university students’ levels of mindfulness, resilience, compassion, gratitude, and positive emotions. Both quantitative and qualitative methods were used to examine the effectiveness of the intervention. The research adopted a quasi-experimental pretest-posttest design with an experimental group (n = 50) and a control group (n = 39). Measurement tools included the Mindfulness Scale, Resilience Scale, Compassion Scale, Gratitude Scale, Positive Emotions Scale, and the positive mental health BMI. These scales were administered before and after the course to evaluate changes in psychological indicators. Covariance analysis was used to test the results. In addition, students’ written reflections, learning portfolios, and responses to specific assignments were collected for qualitative analysis. Quantitative analysis showed significant improvements in the experimental group compared to the control group in resilience (F(1, 86) = 9.81, p < .01, η² = .102), compassion (F(1, 86) = 7.66, p < .01, η² = .082), gratitude (F(1, 86) = 4.62, p < .05, η² = .051), positive emotions (F(1, 86) = 7.32, p < .01, η² = .078), and the positive mental health BMI (F(1, 86) = 5.58, p < .05, η² = .061). However, no significant difference was found in mindfulness (F(1, 86) = 1.91, p > .05, η² = .022). These findings suggest that the course effectively enhanced students’ resilience, compassion, gratitude, and positive emotions—though not

創意傾向、量表編製、國小高年級學童

mind training, mindfulness, resilience, compassion, positive emotions