魏美惠（1994）。創造力的認識與培養。台中師院帅兒教育年刊，7，117-192。
魏美惠（2002）。孩子的能力與學習：從多元智能談貣。台北市：一家親文化。
Ackerman, B., Brown, E., & Izard, C. (2004). The relations between persistent poverty and contextual risk and children's behavior in elementary
school. Developmental Psychology, 40(3), 367-377.
Amabile, T. M. (1988). A model of creativity and innovation in organization. In B. M.
Staw, & L. L. Cummings (Eds.), Research in organization behavior, (pp.
123-167). Greenwich, Connecticut: JAI Press.
Amabile, T. M. (1996). Creativity in context. Boulder, Colorado: Westview Press.
Amabile, T. M. (1997). Motivating creativity in organizations: On doing what you love and loving what you do. California Management Review, 40(1),39-58.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Chávez-Eakle, R., Lara, M., & Cruz-Fuentes, C. (2006). Personality: A possible bridge between creativity and psychopathology?. Creativity Research Journal, 18(1), 27-38.
Chamberlin, S., & Moon, S. (2005). Model-Eliciting activities as a tool to develop and identify creatively gifted mathematicians. Journal of Secondary Gifted Education, 17(1), 37-47.
Clydesdale, G. (2006). Creativity and competition: The Beatles. Creativity Research Journal, 18(2), 129-139.
Csikszentmihalyi, M. (1988). Society, culture and person: A system view of creativity.
In R. J. Sternberg (Ed.), The nature of creativity, (pp. 325-339). Cambridge, Mass.: Cambridge University Press.
Csikszentmihalyi, M. (1994). The domain of creativity. In D. H. Feldman, M.
Csikszentmihalyi, & H. Gardner (Eds.), Changing the world -- A framework for the study of creativity, (pp. 135-158). Westport, CT: Greenwood Publishing Group.
‧
Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Ed.), Handbook of Creativity, (pp. 313-338). New York: Cambridge University Press.
Decey. J. S. (1989). Peak periods of creative growth across the lifespan. The Journal of Creative Behavior, 23(4), 224-247.
Ellis, S., Ganzach, Y., Castle, E., & Sekely, G. (2010). The effect of filmed versus personal after-event reviews on task performance: The mediating and moderating role of self-efficacy. Journal of Applied Psychology,95(1), 122-131.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligence. New York:
Basic Books.
Gardner, H. (1993). Multiple intelligences: The theory in practice. NewYork: Basic Books.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for 21st century.
New York: Basic Books.
George, J., & Zhou, J. (2001). When openness to experience and conscientiousness are related to creative behavior: An interactional approach. Journal of Applied Psychology, 86(3), 513-524.
Goleman, D. (1995). Emotional Intelligence: Why it Can Matter more then IQ. New York: Bantam Books.
Gove, P. B. (1973). Webster's third new international dictionary. (台北市，新月圖書 公司)
Gowan, C. J.(2004) The use of development stage theory in helping gifted children become creative. In D. J. Treffinger(Ed.), Creativity and giftedness (pp.
21-34). Thousand Oaks, Calif.: Corwin Press.
Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444-454.
Hamarta, E., Deniz, M., & Saltali, N. (2009). Attachment styles as a predictor of emotional intelligence. Educational Sciences: Theory and Practice, 9(1), 213-229.
Harkness, K., Bruce, A., & Lumley, M. (2006). The role of childhood abuse and neglect in the sensitization to stressful life events in adolescent
depression. Journal of Abnormal Psychology, 115(4), 730-741.
Hoerr, T. (2000). Becoming a multiple intelligences school. Alexandria: VA:
Association for Supervision and Curriculum Development.
Hunter, S. T., Bedell, K. E., & Mumford, M. D. (2007). Climate for creativity: A quantitative review. Creativity Research Journal, 19(1), 69-90.
Joseph, S., & Linley, P. (2005). Positive adjustment to threatening events: An organismic valuing theory of growth through adversity. Review of General Psychology, 9(3), 262-280.
‧
Karevold, E., Røysamb, E., Ystrom, E., & Mathiesen, K. (2009). Predictors and Pathways from Infancy to Symptoms of Anxiety and Depression in Early Adolescence. Developmental Psychology, 45(4), 1051-1060.
Kiehn, M. (2003). Development of music creativity among elementary school students. Journal of Research in Music Education, 51(4), 278-288.
Klinger, E. (1975). Consequences of commitment to and disengagement from incentives. Psychological Review, 82, 1-25.
Klinger, E. (1977). Meaning and void: Inner experience and the incentives in people’
s lives. Minneapolis: University of Minnesota Press.
Lazear, D. (1994). Multiple intelligence approaches to assessment: Solving the assessment conundrum. Tucson, Ariz: Zephyr Press.
Majer, J. (2009). Self-efficacy and academic success among ethnically diverse first-generation community college students. Journal of Diversity in Higher Education, 2(4), 243-250.
Mayer, R. E. (1999). Fifty years of creativity research. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 449-460). Cambridge: Cambridge university Press.
Nakamura, J. & Csikszentmihalyi, M. (2001). Catalytic creativity: The case of Linus Pauling. American Psychologist, 56(4), 337-341.
Nesvetailov, G. (1999). Scientific cadres' age and creativity. Russian Education and Society, 41(16), 67-77.
Neto, F., Ruiz, F., & Furnham, A. (2008). Sex differences in self-Estimation of multiple Intelligences among Portuguese adolescents. High Ability Studies, 19(2), 189-204.
Rhodes, M. (1961). An analysis of creativity. Phi Delta Kappan, 42, 305–311.
Scott, S. G., & Bruce, R. A. (1994). Determinants of innovative behavior: A path model of individual innovation in the workplace. Academy of Management Journal, 37(3), 580-607.
Shaughnessy, M. F. (1995). On the theory and measurement of creativity. (ERIC Document Reproduction Service No. ED381576)
Shmotkin, D. (2005). Happiness in the face of adversity: Reformulating the dynamic and modular bases of subjective well-being. Review of General Psychology, 9(4), 291-325.
Sternberg, R. J. (2001). What is the common thread of creativity? Its dialectical relation to intelligence and wisdom. American Psychologist, 56(4), 360-362.
Sternberg, R. J. ,& Lubart, T. I. (1995). Defying the crowd：Cultivating creativity in a culture of conformity. New York: Free Press.
Sternberg, R. J., & Lubart, T. I. (1996). Investing in creativity. American Psychologist, 51(7), 677-688.
‧ 國
立 政 治 大 學
‧
Na tiona
l Ch engchi University
Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3-15).
New York: Cambridge University Press.
Sternberg, R. J., O'Hara, L. I., & Lubart, T. I. (1997). Creativity as investment.
California Management Review, 40(1), 8-21.
Selye, H. (1976). The Stress of Life. New York: McGraw-Hill.
Tan, T. (2009). School-age adopted chinese girls’ behavioral adjustment, academic performance, and social skills: Longitudinal results. American Journal of Orthopsychiatry, 79(2), 244-251.
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137-1148.
Torrance, E. P. (1988). The nature of creativity as manifest in its testing. In R. J.
Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives (pp. 43-75). New York: Cambridge university Press.
Wallas, G. (1926). The art of thought. New York: Harcour Brance and World.
Widom, C. S. (2000). Childhood victimization: Early adversity, later
psychopathology. National Institute of Justice Journal, 2000. National Institute of Justice Journal, 242, 3-9.
Williams, F. E. (1980). Creativity Assessment Packet. Buffalo, New York：DOK Publishers.
Wu, C. H., Cheng, Y., Ip, H. M., & McBride-Chang, C. (2005). Age differences in creativity: Task structure and knowledge base. Creativity Research Journal, 17(4), 321-326.
Wu, P.-L., & Chiou, W.-B. (2008). Postformal thinking and creativity among late adolescents: A post-Piagetian approach. Adolescence, 43(170), 237-251.
Wyman, P. A., & Forbes, J. E. L. (2001). Creative adaptation to life adversity:
Deriving meaning from the past and expectations for the future. In T. P., Gullotta & M. Bloom (Ed), Promoting creativity across the life span (pp.157-190). Washington: Child Welfare League of America, Inc.