由本研究旨在探討工業設計教育背景下，年級差異、創意自信、五大人格特質與創造力之間的關聯性。透過量化研究方法，針對國內某工業設計系一年級至三年級共81名學生，分別進行陶倫斯創造力測驗成人適用精簡版、創意自信自評問卷及五大人格問卷之測驗。研究資料經由敘述性統計、相關分析、迴歸分析及單因子變異數分析等統計方法進行探討，進一步分析各變項間的交互影響及模式。
研究結果顯示，隨著年級差異的增長，學生的創造力表現（特別是圖形創造力及創意指數）顯著提升，三年級群體的表現優於一年級。五大人格分析結果指出，經驗開放性對創造力具有顯著正向影響，親和性與情緒穩定性則與創意自信顯著相關。此外，研究發現創意自信與創意指數可分為高估型、低估型及平衡型三類型，創意自信與創造力之間存在動態關係，創造力較低的學生易高估自身能力，而創造力高者則可能低估自己的表現，造成自我創意表現認知的落差。
總結來說，創造力可以透過先天特質及後天培養兩種提升的途徑，而創意自信介於人格特質與創造力中間時，僅能間接反映其信念與能力的定位，提供相對客觀的定位。

This study examines the relationships between grade-level differences, creative confidence, the Big Five personality traits, and creativity within the context of industrial design education. Adopting a quantitative research methodology, the study surveyed 81 students from a domestic industrial design program, spanning first to third year. Participants completed the Abbreviated Torrance Test for Adults (ATTA), a self-assessment questionnaire on creative confidence, and a Big Five personality traits inventory. The collected data were analyzed using descriptive statistics, correlation analysis, regression analysis, and one-way ANOVA to uncover interactions among these variables and identify underlying trends.
The findings indicate that creativity—particularly in graphic creativity and overall creative index scores—significantly increases with academic progression, with third-year students demonstrating superior performance compared to first-year students. Regarding personality traits, openness to experience was found to have a strong positive influence on creativity, while agreeableness and emotional stability were significantly linked to creative confidence. Furthermore, the study identified three distinct self-perception patterns in the relationship between creative confidence and creativity: overestimation, underestimation, and balanced perception. Students with lower creativity scores tended to overestimate their abilities, whereas those with higher creativity scores often underestimated their performance, revealing a discrepancy in self-assessment of creative capabilities.
In summary, creativity develops through both innate characteristics and acquired experiences. Creative confidence serves as a mediating factor between personality traits and creative performance, offering an indirect but meaningful insight into an individual's perceived abilities. These findings highlight the need for an integrated approach in industrial design education that nurtures both personality-driven and confidence-based pathways to fostering creativity.

Allport, G. W., & Odbert, H. S. (1936). Trait-names: A psycho-lexical study. Psychological Monographs, 47(1), i–171. https://doi.org/10.1037/h0093360
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357–376. https://doi.org/10.1037/0022-3514.45.2.357
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review.
Batey, M., Furnham, A., & Safiullina, X. (2010). Intelligence, general knowledge and personality as predictors of creativity. Learning and Individual Differences, 20(5), 532–535. https://doi.org/10.1016/j.lindif.2010.04.008
Beghetto, R. A., Karwowski, M., & Reiter-Palmon, R. (2021). Intellectual risk taking: A moderating link between creative confidence and creative behavior? Psychology of Aesthetics, Creativity, and the Arts, 15(4), 637–644. https://doi.org/10.1037/aca0000323
Böninger, E. C., & Frenkler, F. (2021). Designing Design Education.
Borkenau, P. (1988). The multiple classification of acts and the big five factors of personality. Journal of Research in Personality, 22(3), 337–352. https://doi.org/10.1016/0092-6566(88)90034-7
Branden, N. (1995). Six Pillars of Self-Esteem: The Definitive Work on Self-Esteem by the Leading Pioneer in the Field. Bantam.
Cattell, R. B. (Raymond B., Eber, H. W., & Tatsuoka, M. M. (1970). Handbook for the sixteen personality factor questionnaire (16 PF) (1970 ed). Institute for Personality and Ability Testing. https://cir.nii.ac.jp/crid/1130282269640303744
Costa, P. T., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and Individual Differences, 13(6), 653–665. https://doi.org/10.1016/0191-8869(92)90236-I
Cramond, B., Matthews-Morgan, J., Bandalos, D., & Zuo, L. (2005). A Report on the 40-Year Follow-Up of the Torrance Tests of Creative Thinking: Alive and Well in the New Millennium. Gifted Child Quarterly, 49(4), 283–291. https://doi.org/10.1177/001698620504900402
Csikszentmihalyi, M. (1988). Motivation and creativity: Toward a synthesis of structural and energistic approaches to cognition. New Ideas in Psychology, 6(2), 159–176. https://doi.org/10.1016/0732-118X(88)90001-3
Dewey, J. (1910). How We Think. DigiCat.
Dickstein, E. (1977). Self and self-esteem: Theoretical foundations and their implications for research. Human Development, 20(3), 129–140. https://doi.org/10.1159/000271552
Digman, J. M. (1989). Five robust trait dimensions: Development, stability, and utility. Journal of Personality, 57(2), 195–214. https://doi.org/10.1111/j.1467-6494.1989.tb00480.x
Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual Review of Psychology, 41(1), 417–440.
Dosi, C., Rosati, F., & Vignoli, M. (2018). MEASURING DESIGN THINKING MINDSET. DS 92: Proceedings of the DESIGN 2018 15th International Design Conference, 1991–2002. https://doi.org/10.21278/idc.2018.0493
Eysenck, H. J. (1992). Four ways five factors are not basic. Personality and Individual Differences, 13(6), 667–673. https://doi.org/10.1016/0191-8869(92)90237-J
Fiske, D. W. (1949). Consistency of the factorial structures of personality ratings from different sources. The Journal of Abnormal and Social Psychology, 44(3), 329–344. https://doi.org/10.1037/h0057198
Fleming, J. S., & Watts, W. A. (1980). The dimensionality of self-esteem: Some results of a college sample. Journal of Personality and Social Psychology, 39(5), 921–929. https://doi.org/10.1037/0022-3514.39.5.921
Furnham, A., Hughes, D. J., & Marshall, E. (2013). Creativity, OCD, Narcissism and the Big Five. Thinking Skills and Creativity, 10, 91–98. https://doi.org/10.1016/j.tsc.2013.05.003
Galton, F. (1884). Measurement of character. Fortnightly Review, 36, 179–185.
Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4(1), 26–42. https://doi.org/10.1037/1040-3590.4.1.26
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53(4), 267–293. https://doi.org/10.1037/h0040755
Jach, H. K., Bardach, L., & Murayama, K. (2023). How Personality Matters for Education Research. Educational Psychology Review, 35(3), 94. https://doi.org/10.1007/s10648-023-09807-4
Jackson, M. R. (1984). Self-Esteem and Meaning: A Life Historical Investigation. SUNY Press.
Jirásek, M., & Sudzina, F. (2020). Big Five Personality Traits and Creativity. Quality Innovation Prosperity, 24(3), Article 3. https://doi.org/10.12776/qip.v24i3.1509
Karwowski, M., & Beghetto, R. A. (2019). Creative behavior as agentic action. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 402–415. https://doi.org/10.1037/aca0000190
Karwowski, M., Han, M.-H., & Beghetto, R. A. (2019). Toward Dynamizing the Measurement of Creative Confidence Beliefs. PSYCHOLOGY OF AESTHETICS CREATIVITY AND THE ARTS, 13(2), 193–202. https://doi.org/10.1037/aca0000229
Karwowski, M., Lebuda, I., Wisniewska, E., & Gralewski, J. (2013). Big Five Personality Traits as the Predictors of Creative Self-Efficacy and Creative Personal Identity: Does Gender Matter? The Journal of Creative Behavior, 47(3), 215–232. https://doi.org/10.1002/jocb.32
Kaspi‐Baruch, O. (2019). Big five personality and creativity: The moderating effect of motivational goal orientation. The Journal of Creative Behavior, 53(3), 325–338. https://doi.org/10.1002/jocb.183
Kelley, T., & Kelley, D. (2012a). Reclaim your creative confidence. Harvard Business Review, 90(12), 115–118, 135.
Kelley, T., & Kelley, D. (2012b). Reclaim Your Creative Confidence. HARVARD BUSINESS REVIEW, 90(12), 115-+.
Kim, K. H. (2006). Can We Trust Creativity Tests? A Review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18(1), 3–14. https://doi.org/10.1207/s15326934crj1801_2
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134. https://doi.org/10.1037/0022-3514.77.6.1121
Martin, L. (2015). Innovative Confidence: What engineering educators need to understand and do to graduate more effective innovators and intrapreneurs. https://www.semanticscholar.org/paper/Innovative-Confidence%3A-what-engineering-educators-Martin/e80e56cdfda2af6e7c2fed1ccd674da340cd8c13
McCrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81–90. https://doi.org/10.1037/0022-3514.52.1.81
Noller, P., Law, H., & Comrey, A. L. (1987). Cattell, Comrey, and Eysenck personality factors compared: More evidence for the five robust factors? Journal of Personality and Social Psychology, 53(4), 775–782. https://doi.org/10.1037/0022-3514.53.4.775
Norman, W. T. (1963). Toward an adequate taxonomy of personality attributes: Replicated factor structure in peer nomination personality ratings. The Journal of Abnormal and Social Psychology, 66(6), 574–583. https://doi.org/10.1037/h0040291
Pavlić, M., Kramarić, M., & Butković, A. (2023). Self- and other-reported creativity and its association with personality in a cappella singers. Psychology of Aesthetics, Creativity, and the Arts, 17(5), 590–597. https://doi.org/10.1037/aca0000406
Runco, M. A. (1993). Divergent Thinking, Creativity, and Giftedness. Gifted Child Quarterly, 37(1), 16–22. https://doi.org/10.1177/001698629303700103
Silvia, P. J., Beaty, R. E., Nusbaum, E. C., Eddington, K. M., Levin-Aspenson, H., & Kwapil, T. R. (2014). Everyday creativity in daily life: An experience-sampling study of “little c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 8(2), 183–188. https://doi.org/10.1037/a0035722
Smith, G. J. W., & Carlsson, I. (1983). Creativity in Early and Middle School Years. International Journal of Behavioral Development, 6(2), 167–195. https://doi.org/10.1177/016502548300600204
Soto, C. J. (2019). How Replicable Are Links Between Personality Traits and Consequential Life Outcomes? The Life Outcomes of Personality Replication Project. Psychological Science, 30(5), 711–727. https://doi.org/10.1177/0956797619831612
Sternberg, R. J. (1988). The Nature of Creativity: Contemporary Psychological Perspectives. CUP Archive.
Stock, R. M., von Hippel, E., & Gillert, N. L. (2016). Impacts of personality traits on consumer innovation success. Research Policy, 45(4), 757–769. https://doi.org/10.1016/j.respol.2015.12.002
Stumm, S., Chung, A., & Furnham, A. (2011). Creative Ability, Creative Ideation and Latent Classes of Creative Achievement: What Is the Role of Personality? Psychology of Aesthetics, Creativity, and the Arts, 5, 107–114. https://doi.org/10.1037/a0020499
Sung, S. Y., & Choi, J. N. (2009). Do Big Five Personality Factors Affect Individual Creativity? The Moderating Role of Extrinsic Motivation. Social Behavior and Personality: An International Journal, 37(7), 941–956. https://doi.org/10.2224/sbp.2009.37.7.941
Torrance, E. P. (1962). Non-Test Ways of Identifying the Creatively Gifted. Gifted Child Quarterly, 6(3), 71–75. https://doi.org/10.1177/001698626200600301
Tupes, E. C., & Christal, R. E. (1992). Recurrent personality factors based on trait ratings. Journal of Personality, 60(2), 225–251. https://doi.org/10.1111/j.1467-6494.1992.tb00973.x
Urban J., Carlson E., Egeland B., & Sroufe L. A. (1991). Patterns of individual adaptation across childhood. Development and Psychopathology, 3(4), 445–460. https://doi.org/10.1017/S0954579400007628
Weisberg, R. W. (1995). Prolegomena to theories of insight in problem solving: A taxonomy of problems. In The nature of insight (pp. 157–196). The MIT Press.
劉珈妤, 林緯倫, & 蔡秉勳. (2016). 對的風格遇上對的人，謂之創意－人格特質、認知風格與兩類創造力之關係探討. 教育心理學報, 48(2), 211–228. https://doi.org/10.6251/BEP.20151202
張婷雅. (2021). 環境意識與創意自信的建構：運用設計思考的視覺藝術課程實踐 [碩士]. 國立臺北藝術大學.
張春興. (1989). 張氏心理學辭典 / 張春興 (初版). 臺灣東華.
楊坤原. (2001). 創造力的意義及其影響因素簡介. 科學教育月刊, 39, 3–12. https://doi.org/10.6216/SEM.200105_(239).0002
楊敏英, 游萬來, & 陳斐娟. (2005). 探討工業設計系學生面臨的困擾及生涯輔導需求對設計教育的意涵. 設計學報, 10(2), 57–75. https://doi.org/10.6381/JD.200506.0057
毛連塭, 郭有遹, 陳龍安, & 林幸台. (2000). 創造力研究. 心理出版社.
汪美香 & 黃炳憲. (2012). 專業技能與創造力的關聯：創意自我效能中介角色. 南台學報, 37(4), 1–14.
潘正德. (1996). 大一新生人格特質、生活適應與學業成績的關係暨相關因素之研究. 中原學報, 24(2), 35–51. https://doi.org/10.6358/JCYU.199604.0035
潘裕豐, & 蘇芷玄. (2010). 大學生正向心理與創造力之相關與差異研究. 創造學刊, 1(2), 43–72. https://doi.org/10.30081/CESJ.201009.0003
葉玉珠. (2002). 國小中高年級學童科技創造力發展與 其主要影響生態系統之動態關係. In 行政院國家科學委員會專題研究計畫成果報告告( NSC 90-2511-S-110- 006). 國立中山大學教育 研究所.
車麗萍. (2002). 國外關於自信的研究綜述. 心理科學進展, 10(4), 418–424.
陳姿羽. (2010). 高職藝術與設計群學生人格特質與創造力關係之研究-以復興商工為例. 臺灣師範大學創造力發展碩士在職專班學位論文, 1–128.
馬敏元, 謝辰甫, 遲家琦, & 黃品賀. (2022). 設計思考驅動革新的軟實力. In 設計與科技-跨域整合驅動創新的研究與實踐 (第一版, pp. 13–21). 財團法人台灣設計研究院.
黃堅厚. (1999). 人格心理學. 心理出版社.