大約近十年，社會科學領域的學者多已接受了組織現象是宏觀因素與微觀因素相互影響的多層次現象，並將此觀念應用於實證研究。但整體來看，多層次分析仍屬相對少數，國內教育界有關國小學童的創造力研究涉及多層次的論述更是少數。本研究以學生個體層次的內在動機、學科知識與教師層次的創造力教學為自變項，探討三者對學生創造力表現的影響，其中教師創造力教學包含提升創造力意向與增進創造力技能兩大構面，而學生的創造力表現則以共識評量技術邀請三大類型專家衡量之。本研究採用問卷調查法，針對43 所學校中333 位國小教師以及3,330 位國小高年級學生的調查，使用階層線性模式分析變項之間的關係，分析步驟包括虛無模式、隨機參數迴歸模式、截距預測模式以及斜率預測模式。分析結果顯示內在動機、數理知識以及提升創造力意向對創造力表現有顯著的直接影響效果，且此影響為正向的影響效果。進一步的脈絡調節分析顯示，提升創造力意向於內在動機與創造力表現間具有正向的調節效果，代表內在動機高的學生原本創造力也會較高（正向關係），而在教師高度強調提升創造力意向的班級中，這樣的助益效果更強。但創造力意向在數理知識與創造力間扮演著負向的調節效果，代表教師的提升創造力意向教學對於高學科知識學生的加乘效果並不如低學科知識的學生。依據上述結果，本研究針對學生的創造力發展提出對學校及教師 的相關建議。

Purpose: Improving creativity is an increasingly important national goal in Taiwan for meeting the challenges of knowledge-based economies. In recent years, numerous competitions for encouraging creativity were funded by public and private sectors, and several government programs targeted the cultivation of innovative power. The interest in multilevel research has just begun in Taiwan. The objectives of this research are twofold. Researchers of organizational behavior and administrative school management have increasingly emphasized the importance of multilevel research. Furthermore, psychologists from various fields have recently highlighted the importance of creativity in educational settings. Recent studies have also indicated that factors other than intelligence such as personality traits (e.g., intrinsic motivation and subject knowledge) or teachers’ traits such as creativity teaching are predictors of students’ creativities. Studies regarding creativity have identified critical individual and contextual variables that contribute to creative performance. However, the psychological mechanisms through which these factors influence creative performance were not systematically investigated. In this study, the influences of intrinsic motivation and subject knowledge are individual-level variables, and creativity teaching is a group-level variable when examining the creativity of students. Thus, the purpose of this study is to analyze elementary school students’ creativities using multilevel analysis. Methods: The sample used in the study consists of 333 teachers and 3330 students from 43 elementary schools in Taiwan. Hierarchical linear modeling (HLM) was used to test the moderating effect of creativity teaching for teachers because the individual level and teacher level are analyzed in this study. Findings: Findings showed that the intrinsic motivation, subject knowledge, and promotion of creative intentions directly affected the creativity of students. Conversely, the promotion of creative intentions had positive moderating effects on the relationship between intrinsic motivation and creativity. Furthermore, the promotion of creative intentions had negative moderating effects on the relationship between subject knowledge and creativity. Conclusions/Implications: The important relationship factors were the intrinsic motivation, subject knowledge, and the promotion of creative intentions. Furthermore, the promotion of creative intentions had different moderation roles. These findings have important implications for families, teachers, and especially for those immediately involved in nurturing the creativity of children such as parents and teachers. This study provides several discussions and suggestions based on these results.