近年來資訊科技產業發展迅速，許多具有創造力的獨特產品不斷地推陳出新，創造力成為了左右產品競爭力的絕對因素。具有創造力的新興產品，才有辦法在當今市場上佔有一席之地。因此，如何培養學生的創造力，便成了學界值得探討的問題。 本研究使用質性研究方法的深度訪談方式，輔以內容分析方法進行資料分析。與以往從事創造力教育的獎懲方法不同，本研究從學生之個人人格特質著手，希望研究正向心理學之「主觀幸福感」、「正向心理資本」、「角色認同」等細項，對於資訊科系學生創造力學習成效之影響，並歸納出不同種類的創造力人格類型。研究結果證實，正向心理學與創造力的確有正向的影響關係，而學生之不同的「正向心理資本」，對於創造力教育訓練也會有直接或間接的影響。藉此可針對不同創造力類型與不同人格特質之學生，給予不同的創造力教育建議，以提供後續進行創造力教育訓練之參考。 Information technology industry has developed rapidly in recent years, many creative unique product innovations, creativity has become an absolute factor of about the competitiveness of products. New products with creativity, the only way to gain competitive advantage in today’s market. Therefore, how to develop students'' creativity, has become the academic worth exploring. In this research, depth interviews, supplemented by content analysis method, proceed from the individual personality of the students, the hope of Positive Psychology include Subjective Well-being, Positive Psychological Capital, Role Identity, the impact of learning outcomes for students’ creativity, and summed up the creativity of personality types. The research results confirmed that Positive Psychology and creativity there is indeed a positive impact on the relationship between students of different Positive Psychological Capital for creativity education will have a direct or indirect impact. Giving the creativity education proposals to students of different creativity types with different personality traits. Providing follow-up creativity educational reference.
