| Summary: | 碩士 === 臺北市立教育大學 === 特殊教育學系碩士班創造思考組(日) === 98 === By investigating the creativity performance of both gifted and general classroom students in elementary schools as well as their creativity fostering by parents, this study aims to explore: (1) the current status of elementary school students’ creativity performance; (2) the current status of elementary school students’ creativity fostering by their parents; (3) the correlation between students’ creativity performance and parents’ creativity fostering.
This study used the “New Creativity Test” and the self-developed “Creativity Fostering Scale” as instruments and selected 560 5th and 6th graders and 475 parents from elementary schools in Taipei as subjects by purposive sampling. Students’ test results and parents’ questionnaire responses were analyzed with descriptive statistics, independent t-test, and Pearson’s product moment correlation.
Major findings of this study include:
1. There are significant differences in fluency, flexibility, and originality between students from different classes. The gifted students performed better than the general classroom students.
2. There are significant differences in attitude, behavior, self-recognition as gatekeepers and the full scale measurement between parents of students from different classes. The gifted students’ parents performed better than the general classroom students’ parents.
3. There is significant correlation between parents’ efforts in creativity fostering and creativity performance of their children, but predicting the latter with the former is nearly impossible.
The research results can serve as a reference for teaching and future research.
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