就世界各先進國家的教育改革而言，雖然其強調的重點不盡相同，但發展學生的科學或科技創造力可說是先進國家的共同趨勢。然有關創造力的相關研究卻顯少從科技創造力的縱貫性發展著手，因此，探討臺灣國小學童科技創造力成長趨勢及影響因素的重要性不言而喻。本研究採用延宕交叉相關與潛在成長模式來探討國小學童創造力傾向與科技創造力之間的因果機制，以及創造力傾向對科技創造力發展的影響。本研究採用問卷調查進行縱貫性研究，研究資料來源為488位國小五年級學童，利用兩年時間共進行四波調查。首先，在延宕交叉相關分析結果顯示，創造力傾向與科技創造力具有交互影響關係，且創造力傾向扮演啟動者的角色。其次，在潛在成長模式的分析結果顯示，國小學童的創造力傾向呈現先減少、後增加的成長趨勢，是受到第一次測量結果的影響。而在科技創造力表現的部分，是呈現先上升、後下降的趨勢。創造力傾向對於科技創造力的影響具有因果關係存在，而創造力傾向的初始狀態對科技創造力的初始狀態及成長速率有顯著正向的影響效果。此外，創造力傾向的成長速率愈快，其科技創造力成長速率也會愈陡峭。由此，本研究得出以下幾點結論：一、創造力傾向與科技創造力間具有交互影響機制與因果方向性；二、國小學童創造力傾向與科技創造力呈現不同的潛在成長變化；三、創造力傾向對於科技創造力起始狀態與成長速率具有影響。依據上述結果，本研究並分別針對教育實務及未來研究給予建議。

Purpose: Aspects of educational reform that are emphasized in various advanced countries worldwide differ according to country; however, the development of the science or technology creativity of students is considered a common trend in advanced countries. Although a large amount of relevant research has been conducted on creativity, few studies have focused on the longitudinal development of technology creativity. The importance of exploring the growth trend of technology creativity and the factors affecting elementary school pupils in Taiwan is self-evident. Researching these issues was therefore the purpose of this study. Methods: Both cross-lagged panel correlation and latent growth modeling were used in this study to determine the causal mechanism between the creativity tendency and technology creativity of elementary school pupils in Taiwan, as well as the effects of creativity tendency on the development of technology creativity. A questionnaire survey was administered preceding longitudinal research, and data were acquired from 488 G5 pupils in an elementary school. In addition, four times of investigation are preceded in 2 years for this study. Results/Findings: The results of the analysis of cross-lagged panel correlation, creativity tendency, and technology creativity indicated a mutually influential relationship, and creativity tendency played the role of a starter. The results of latent growth modeling revealed an initially decreasing, then increasing creativity tendency growth trend for the pupils; this is considered as the effect of the first measured results. Conversely, the growth trend of technology creativity initially increased and subsequently deceased. Thus, creativity tendency revealed a causal relationship with the effects of technology creativity, whereas the initial state of creativity tendency exerted significantly positive effects on the initial state and growth rate of tech nology creativity. Furthermore, when creativity tendency exhibited a faster growth rate, the growth rate of technology creativity increased. Conclusions/Implications: First, mutual cause and effect mechanisms were observed between creativity tendency and technology creativity. Second, the creativity tendency and technology creativity of the elementary school pupils in Taiwan exhibited distinct latent growth changes. Third, creativity tendency exerted effects on the initial state and growth rate of technology creativity. Based on these results, suggestions aimed at enhancing educational practice and future research are proposed.