The purpose of this exploratory study was to investigate whether personal creative activity predicted perceived stress in men living with a chronic physical illness. Personal creative activity was measured with the Creative Achievement Questionnaire (Carson, Peterson, & Higgins, 2005), select questions from the Flow Questionnaire (Collins, 2006), the Everyday Creativity Questionnaire (Ivcevic & Mayer, 2009) and the Creative Behaviour Inventory (Hocevar, 1979). Perceived stress was measured with the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983). Sequential Multiple Regression was used to assess the relationship between personal creative activity and perceived stress levels of males with chronic illness. It was hypothesized that there would be a negative relationship between men‟s personal creative activity involvement and their perceived level of stress; that is, higher personal creative activity scores would be associated with lower perceived stress levels. This relationship was expected to be demonstrated by all men regardless of their diagnosis.<p> Participants included 139 males with chronic illness (mean age: 50 years). Findings indicated that personal creative activity was not related to perceived stress. However the participants reported being involved in many different personal creative activities not included in the four creative measures, which may help explain the low scores on the creativity measures that may have skewed the data and resulted in low correlations. Age and number of symptoms were related to perceived stress. As the participants aged, their perceived stress decreased; and the more symptoms they reported, the higher their perceived stress. The strengths and limitations of the current study are outlined, along with implications for future research and practice. Future research is needed to further examine the relationship between creativity and perceived stress in men with chronic illness as well as to develop creativity measures that include more male-oriented activities.

This study is aim to develop and validate the Creative Life Style Check List by analysis of the literature scale and integration expert opinions. This scale for the self-report scale, a total of 28 questions, uses Likert five-point scale scoring. There were four subscale, ¡§wildly life experiences ¡§, ¡§imagination¡¨, ¡§new creation and expression¡¨, and ¡§openness mind¡¨. Purposive sampling method to extract the Sun Yat-sen University, Ministry of students as the study sample, the pre-pilot scale a total of 304 samples, a total of 983 formal scale samples. The MPCM analysis by the Rasch model is to examine the scale of reliability and validity. Content validity Infit MNSQ is between 0.75 ~ 1.3logits, each subscale internal consistency from .831 to .893. Scale internal consistency reliability was .93. Construct validity of the comparison of PCM and MPCM that estimated residuals of MPCM smaller than PCM. That means four-dimensions model more fit than one-dimension model. The correlation between each subscale is in the range of 0.684 ~ 0.861. The validity generalization, the scale of the boys and girls difficulty estimate differences in the range of 0.000 to 0.198, on behalf of this scale is no gender differential item functioning (DIF). Participants separated reliability coefficient of 0.844 to 0.900 that means this scale can stability measure the location of participants of the creativity construct. Difficulty estimated values of each subscale in the formal questionnaire and the pre-test scale ranged from .815 to .944 is high correlation. And p <0.05 show the scale has cross-sample stability.

Feedback sign (positive, negative, or no feedback sign) and feedback style (autonomous, controlling, or no feedback style) were manipulated in a 3x3 repeated measures design. Two hundred thirty-three undergraduate students from introductory psychology classes completed measures of perceived competence, perceived choice, and interest over four time periods. Interest was regressed on perceived competence, perceived choice, and a moderation analysis revealed that perceived choice moderated the effect of perceived competence on interest. Creative answers to open-ended problems were assessed after time 2 (before feedback), and after time 3 (after feedback). Feedback style (autonomous, controlled, and neutral) and Feedback sign (positive, negative, and neutral) manipulations were analyzed using a 3x3 ANOVA, revealing no effect of feedback. Post-hoc analyses using perceived difficulty of the first creative problem as a covariate revealed an interaction of feedback style and difficulty, limiting between subjects analyses. Creativity was also regressed on interest. Pre-feedback interest predicted creativity according to expectations, but post-feedback interest did not predict creativity. Creativity did predict post-performance interest, possibly implying that interest is not a valid proxy for intrinsic motivation in within-subjects designs. Future studies should test the proposition that feedback affects intrinsic motivation, which in turn affects creative performance, and creative performance affects interest.

Idea generation is one of the major initial steps of the design process. Designers frequently use analogies to explain concepts, predict potential problems, and generate ideas. Analogous design can stimulate idea generation and lead to novelty and creativity. At present, there is little research that explores analogous design under the presence of irrelevant information, 'noise', or the effects of using analogies from semantically distant domains. An "Analogies and Noise" experiment extends previous findings which indicate that the use of two analogues instead of one can enhance analogous transfer. It tests whether this holds true for increased numbers of analogies. This study hypothesizes that analogue transfer improves with increasing number of example analogues and deteriorates under the presence of noise. The experiment evaluated this hypothesis by presenting designers with a design problem and a set of analogues and noise. Improvement was primarily measured by the rate of participants identifying the relevant high level principle (HLP). The results indicate that: (1) recognition of HLPs deteriorates under noise (2) increasing numbers of analogues under noise initially improves HLP recognition; however, once many items are present, designers are overwhelmed and the HLP recognition rate decreases (3) using two analogues is optimal for design and (4) noise cannot be defined as all those items without a functional feature relevant to the problem. A "Distant Domains" pilot experiment explores the use of distant-domain analogies. This study hypothesizes that distant domain analogies lead to more abstraction resulting in more creative designs. The experiment presented participants with a predetermined set of analogues then asked them to solve a problem. The set contained analogies from the problem domain and from a domain of varying distance. The following patterns were observed: (1) the number of emergent features peaked with near-domain analogies and decreased thereafter (2) the mean total number of ideas increased with increasing domain (3) designers deemed analogies from distant domains as 'less useful' and solutions generated using distant domains as 'less effective' and 'less practical'. These trends warrant future experimentation with an increased sample size.

The main purpose of this study was to explore the relationships between age, temperament, emotional regulation, creative drama and preschoolers¡¦ creativity. The participants included 116 preschool children sampling from kindergartens in Taipei, Kaohsiung, and Hsinchu City. The employed instruments were The Childhood Temperament Inventory, The Checklist of Creative Drama Instruction, The Checklist of Emotional Regulation Strategy, and The Test of Creativity. The data were collected via observation, interviews, and questionnaires; and the applied analysis methods were Descriptives, One-way Multivariate Analysis of Variance, One-way Univariate Analysis of Variance, Canonical Correlation, and Discriminant Analysis. The main findings in this study were as follows¡G 1.While significant gender differences on temperament were found, no significant differences were found on the preschoolers¡¦ performances in emotional regulation and creativity. 2.The children in the big class outperformed those in the middle class on creativity. 3.Temperament had significant differences on the preschools¡¦ creativity; more specifically, those with positive temperament outperformed those with negative temperament on the overall creativity performance, and the temperament of ¡§persistence¡¨ had the highest correlation with the preschoolers¡¦ performances on ¡§novelty¡¨ and ¡§usefulness¡¨. 4.Emotional regulation had positive influences on the preschools¡¦ creativity; more specifically, the ¡§social strategy¡¨ of emotional regulation had the highest correlation with the preschoolers¡¦ performances on ¡§novelty¡¨ and ¡§usefulness¡¨. . 5.Creativity drama instruction had significant differences on the preschools¡¦ creativity performance as well as on ¡§novelty¡¨ and ¡§usefulness¡¨. 6.Age, temperament, emotional regulation, and creative drama could jointly predict the preschools¡¦ ability group of creativity. Finally, the researcher proposed some suggestions for educational instruction and future studies.

Innovation of science and technology is the impetus for the promotion of human civilization, and the fostering of innovators of science and technology has become an important educational goal in the era of knowledge economy. The purpose of the present study is to mobile the teachers, who have long supervised students in science exhibition competition, to develop innovative science teaching material, and to conduct an instruction experiment to examine the effect of such a material on elementary pupils¡¦ creativity, problem solving, and science subject performance. The instruments of the present study include 1) Creativity Test (Verbal-bamboo chopsticks, figure-¤H) developed by Wu, et al. (1998), 2 )Creative Problem Solving Test, and Subject Knowledge and Concept Test developed by researchers (2002). The study consists of three stages. Firstly, a team of ¡§Innovative Science Teaching Material¡¨ is organized by 7 elementary school science teachers with average 20 years of working experience, five of which have been awarded as the first rank more than five times in science exhibition competitions held for elementary schools in Kaohsiung. An appropriate Creative Thinking Instruction Model (CTIM) is constructed through panel discussion and shared teaching expertise on weekly basis in a 17-week period, and teaching material is developed on the basis of the constructed CTIM. Secondly, an experiment is conducted to test the effect of the developed teaching material. The three teachers in the treatment group will receive a 3-day instruction demonstration and reflection from the workshop by the team of ¡§Innovative Science Teaching Material,¡¨ while the three teachers in the contrasted group do not. Then, a total of 206 fifth grade pupils in three Kaoshiung elementary schools are selected, on a quasi-experiment design, with pre-, and post tests on unequal number subjects, for the treatment group in a 10-week-session innovative instruction . Third, a follow up test is done 6 months after the experiment. The data are analyzed through One-Way MANCOVA to test the effect of the innovative science teaching material on pupils¡¦ learning. The results indicate that¡G1) a general consensus is reached by the team of ¡§Innovative Science Teaching Material,¡¨ through 17 panel discussions, and the essentials of Inquiry approach and STS(Science/Technology/Society) approach are combined on the basis of CTIM, which then be classified into ¡§Creativity of teachers,¡¨ and ¡§Creativity of the pupils, ¡¨ which were further differentiated into six steps: setting design, problem finding, hypothesis formation, testing design, results interpretation, and application promotion, which form an instruction loop; 2) On instruction effect, students in the experimental group perform better on verbal creativity, figure creativity, problem solving competence, and global science subject knowledge than those in the contrasted group; 3) On the follow up test (6 months after the experiment), students in the experimental group perform better on verbal fluency and verbal originality creativity than those in the contrasted group, which indicates a lasting effect of the instruction, but there is no significant difference between subjects.

The purposes of this study were (a) to examine the effectiveness of the MI-Infusing Instruction on fourth graders¡¦ applications of MI in Science Learning and their improvement in technological creativity; and (b) to examine the relationships between gender, multiple intelligences, and technological creativity. An unequal group pretest-posttest design was employed in the study. Two fourth-grade classes of a public elementary school in Kaohsung were selected based on convenience sampling. The participants were divided into the experimental group (n = 23) and the control group (n = 33). The employed instruments included MI-Infusing Learning Scale, Technological Creativity Test, and several self-developed worksheets. The applied analysis methods were Descriptive Statistics, Multivariate Analysis of Covariance, Discriminant Analysis, and Canonical Correlation. The main findings of this study were as follows: 1. The MI-Infusing Instruction had significant effects on enhancing fourth graders¡¦ naturalist and interpersonal intelligences. 2. The MI-Infusing Instruction was effective on enhancing fourth graders¡¦ fluency, elaboration, and visual design. 3. The girls¡¦ interpersonal intelligence was higher than that of the boys, but such gender difference was not found in the performance of technological creativity. 4. There was a significant canonical correlation between the indices of multiple intelligences (linguistic intelligence, naturalist intelligence, interpersonal intelligence, and intrapersonal intelligence) and those of technological creativity (fluency, flexibility, originality, elaboration, and visual design). 5. The fourth graders¡¦ abilities of technological creativity could effectively predict their ability groups of naturalist intelligence. Finally, the researcher proposed some suggestions for educational instruction and future studies.

The purpose of this research is to probe into the differences of pupil-teacher interaction behaviors between award teachers and general teachers, and to examine the effect of the teaching behavior towards the student¡¦s science knowledge, creativity and problem solving abilities. The objectives of this research are 1) To compare the differences between pupil-teacher interactions in teachers with experiences in different science exhibition competitions, 2) To compare students with various levels of awareness towards the behavior of teachers who have experiences in different science exhibition competitions, 3) To compare the levels of science knowledge in students taught by teachers who have experiences in different science exhibition competitions, 4) To compare the differences of students¡¦ creativity taught by teachers who have experiences in different science exhibition competitions, and 5) To compare the difference in students¡¦ problem solving. The samples selected in this research included 6 teachers chosen from Grade 5 Level in schools in the suburbs of Kaohsiung City. Three of these teachers, referred to as Award teachers, had participated in the National Science Competition in Taiwan on multiple occasions and won at least 3 times each. The remaining 3 teachers, referred to as General teachers, had never participated in this competition. Subjects in this research were a total of 205 students of the selected teachers. The tools used in this research, with regard to the teachers, were the processes of class observation and interview using the Flanders pupil-teacher interaction analysis system and process triangulation using the Student Inspection Creativity Fostering Teacher Index. For analysis of the students, we collected the students¡¦ results and tested them using a Creativity Thinking Test and Creative Problem Solving-Form B, and analyzed the data by using a t-test, a one-way ANOVA and a one-way MANOVA. The results indicated that: 1.The award teachers are better than the general teachers in regard to the quality of pupil-teacher interactions. The award teachers encouraged the asking of questions and students¡¦ active participation more than general teachers did. 2.The teaching style of the award teachers is generally better than that of the general teacher. Award teachers tend to excel in their question strategy, class management and cooperative learning skills. They challenge their students and offer diverse stimulation, while harnessing the students¡¦ spirit towards science. 3.The students from the award teachers¡¦ class generally agree that the award teachers¡¦ performance is better than that of the general teachers. The students in the award teachers¡¦ class tend to achieve more than those under general teachers in independent learning, cooperative learning, basic knowledge, delay judgment, flexible thinking, students¡¦ self evaluation, students¡¦ questions, learning opportunity and setback experience. 4.The level of creativity of students in the award teachers¡¦ class is generally higher than that of the students in general teachers¡¦ class. The students in the award teachers¡¦ class generally have higher levels of fluency, flexibility and originality of verbal and figurative creativity than those in general teachers¡¦ class. 5.The students in the award teacher¡¦s class are better than those in the general teachers¡¦ class in the abilities of problem observation, problem analysis and problem solving.

This study examined the relationship between job characteristics and creativity and also examined whether creative self efficacy moderates this relationship. Results demonstrated that job characteristics and its subscales (skill variety and autonomy) made significant contribution to creativity. Different from original hypotheses, other three job characteristics subscales (task identity, task significance, and feedback) were not found significantly related to participants¡¦ creativity and the hypothesized moderating effect of creative self efficacy on the relationship between job characteristics and creativity was not found. Implications about the findings and suggestions about further researches are discussed.

Studiens syfte var att undersöka byråanställda art directors och originalares olika perspektiv på och förhållningssätt till sin yrkesroll med särskilt fokus på kreativitet och kundrelationer.Nio semi-strukturerade djupintervjuer genomfördes med sex art directors och fyra originalare. Respondenterna valdes ut genom ett kombinerat strategiskt bekvämlighetsurval från nio reklambyråer.Professionalism inom yrkesrollen visade sig vara något som respondenterna inte reflekterat över men det framkom att det främst handlar om hur art directors och originalare förhåller sig till kunden. Dessutom framkom det att respondenterna såg variation i arbetet som en positiv aspekt av yrket medan de såg prestationsångest och utomståendes oförståelse av yrket som negativa.Det framkom även att art directors och originalare i första hand ser på kreativitet som problemlösning, dock såg de olika på problemlösning i sina respektive roller. De använde sig av samma metoder för att finna inspirationsamt hanterade ångest på liknande sätt.Studien visade även att kunden och kundrelationen spelade en stor roll för yrket och ämnet berördes återkommande i respondenternas svar under intervjuernas gång. De använde sig av samma metoder för att finna inspiration / The aim of this study was to investigate the agency employees’ different perspectives and approaches to their professional role focusing on creativity and customer relationships.Nine semi-structured in-depth interviews were conducted with six art directors and four graphic designers. Respondents were selected through a combined strategic and convenience sample of nine advertising agencies.Results showed that professionalism was nothing that the respondents thought about but it turned out that it is mainly about how art directors and graphic designers handle and relate to the customer. Furthermore, results also showed that the respondents saw variation as a positive aspect of the profession while they saw anxiety and outsider's lack of understanding of the profession as negative. Results also showed that art directors and graphic designers primarily look at creativity as problem solving, though they looked at problem solving in their role differently. They used the same methods to find inspiration and tackle anxiety.It was also found that the customer and the customer relationship played a big role in the advertising profession and the subject was discussed repeatedly.