本研究主要目的在探討年齡、氣質、情緒調節、創作性戲劇教學與幼兒創造力之關係。本研究以台北市、高雄市與新竹市三個地區的幼稚園中大班幼兒為研究對象，有效樣本共計116人。本研究所使用之研究工具包括「幼兒氣質量表」、「情緒調節策略檢核表」、「創作性戲劇教學檢核表」與「創造力測驗」。資料收集方法包括觀察、訪談與問卷調查；資料分析之統計方法包括描述統計、單因子多變量變異數分析、典型相關、區別分析。
本研究之主要發現如下：
一、男女幼兒在氣質的表現上有顯著的差異存在，但在情緒調節及創造力的表現上並無顯著的差異存在。
二、大班幼兒的創造力表現優於中班幼兒。
三、氣質對中大班幼兒的創造力表現有顯著差異；具正向氣質的幼兒在創造力的整體表現優於具負向氣質的幼兒，而且以氣質指標中的「堅持度」與創造力指標中的「新奇性」與「實用性」相關最高。
四、情緒調節對中大班幼兒的創造力表現有正面影響，而且以情緒調節指標中的「社會策略」與創造力指標中的「新奇性」與「實用性」相關最高。
五、創作性戲劇教學對中大班幼兒的整體創造力表現有顯著差異，而且在「新奇性」與「實用性」二指標的表現均有正面影響。
六、年齡、氣質、情緒調節、創作性戲劇教學能有效聯合預測中大班幼兒創造力的表現。
最後依據研究發現提出相關建議，提供學校教育與未來研究作為教學實施及深入研究之參考。

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：
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.

目次
第一章 緒論
第一節 研究動機……………………………………..1
第二節 研究目的與待答問題………………………..7
第三節 名詞釋義……………………………………..8
第二章 文獻探討
第一節 幼兒創造力…………………………………..10
第二節 氣質與創造力之關係………………………..31
第三節 情緒調節與創造力之關係…………………..48
第四節 創作性戲劇與創造力之關係………………..67
第五節 研究假設……………………………………..79
第三章 研究方法
第一節 研究架構……………………………………..81
第二節 研究對象……………………………………..82
第三節 研究工具……………………………………..86
第四節 實施程序…………………………………….100
第五節 資料分析…………………………………….104
第六節 研究限制…………………………………….106
第四章 研究結果
第一節 初步資料分析………………………………107
第二節 年齡與創造力之關係………………………134
第三節 氣質與創造力之關係………………………137
第四節 情緒調節與創造力之關係…………………141
第五節 創作性戲劇教學與創造力之關係…………149
第六節 年齡、氣質、情緒調節創作性戲劇教學對創造力之預測分析………………………………154
第五章 討論、結論與建議
第一節 討論…………………………………………158
第二節 結論…………………………………………176
第三節 建議…………………………………………179
參考書目
(一)、中文部份………………………………………..183
(二)、英文部份………………………………………..184
附錄
附錄一…………………………………………………200
附錄二…………………………………………………207
附錄三…………………………………………………210
附錄四…………………………………………………214

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