第五章 討論、結論與建議
第三節 建議
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第三節 建議
根據本研究之結論，研究者提出若干建議，以提供相關單位與人員在教學或 是學術研究作為參考。
壹、教學上的建議
一、獎賞對於創造力的限制
從本研究之研究成果可了解，是否提供獎賞對於頓悟性問題解題能力無直接 的效果；即使是不同類別的獎賞（表現後效型獎賞與完成後效型獎賞），對於頓 悟性問題也無顯著差異效果。因此在創造力相關的教學上，獎賞的提供需更謹慎，
以免傷害到學生的內在動機。此外，可嘗試讓獎賞帶有回饋性質，提供表現與能 力資訊等給學生，如此能賦予獎賞額外意義。
然而獎賞仍有其增強之效果，若能多考慮不同面向，或提供不同形式的獎賞，
此一增強方式仍十分具有價值。另外，本研究根據文獻與實驗經驗推論，任務難 度也會影響獎賞對於創造力的影響，根據 Eisenberger（2001）等人之實驗，實質 獎勵的確可增進創意表現；在簡單的工作上，員工創意表現與外在獎勵有正向相 關，但複雜的創意問題，獎賞與創意表現便無相關。因此在創造力相關教學上，
應先評估任務難易程度後，再斟酌考量如何實施獎賞，以達到最佳學習成效。
二、更審慎評估個人的成就目標導向對學習之影響
本研究發現，四種成就目標導向間大多有相關，而「趨向精熟」與「趨向表 現」之傾向較「逃避精熟」與「逃避表現」高。但無論目標導向為何，在頓悟性
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如情緒、壓力等，有交互作用對學習表現產生影響，故在教學上，除了可依據學 生的目標導向因材施教，也需要同時留意其他影響學習的因子，盡量避免以成就 目標為單一的教學策略考量依據。
三、降低學習環境的負向情緒誘因
本研究之實驗之結果顯示，無論偏向何種成就目標，當負向情緒程度較低時，
頓悟性問題解決能力較高。因此在學習上，若能適度降低學生的負向情緒，如焦 慮、害怕等，將有助於學生之創造力相關表現。
貳、對未來研究上的建議
一、性別比例均衡
本研究以台北市國立政治大學之大學部學生為研究對象，因學校之男女比例 有女多於男趨勢，因此在隨機應徵下，本研究之受試者男女比例約為 1: 3.4。雖 男女比例上有差距，本研究為因應此限制，對各項問卷與測驗結果，皆有進行性 別的變異數考驗，以確定男、女生之樣本並無偏誤。對未來之研究建議是，在研 究對象招募時，便事先確定男、女生性別比例，以預防事後性別差異之疑慮。
二、在獎賞中提供表現回饋資訊
本研究依據文獻分類將獎賞操弄組別分成完成後效獎賞組與表現後效獎賞 組，前者告知受試者只要完成實驗便能獲得獎賞；後者告知實驗者需高於前 20%
之表現水準才能得到獎賞，但受試者並不清楚常模表現與自己的實際表現結果為 何。實驗結果發現兩種獎賞對於頓悟性問題答題結果並無差別。日後關於獎賞對 創造力的實驗，建議若要研究獎賞之效果，可試著在獎賞中加入受試者表現之資
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訊，如可提供常模的表現水準、以及受試者即時表現之回饋，受試者在獲得獎賞 之餘能對其表現有所認知與反思。
三、低度負向情緒對頓悟問題解決之研究
本研究之結果顯示正向情緒對於頓悟性問題並無顯著影響、負向情緒部分則 與成就目標取向有交互作用，在負向情緒較低時，頓悟性問題表現會高於負向情 緒較高時之表現。由於現有文獻大多著重於高度正向情緒、高度負向情緒對創造 力之影響。鮮少研究從反方向研究低程度的正、負向情緒對於對於創造力的效果 為何，故建議未來可研究低程度的情緒狀態對創造力之影響，以更深入了解在何 種情緒狀態下，個人會有最佳的創造力表現。
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