本研究主旨在探討學生美感經驗及創意自我效能對創造力的影響，並以教 師的創造力教學做為調節變項，以創造力成分理論、創造力系統理論及創意自 我效能理論為理論基礎，建立研究模式。研究對象為大專院校設計學門的畢業 專題學生與專題指導老師，取樣50 組畢業專題團隊，共50 位指導老師與338 位學生，並運用階層線性模式（HLM）來分析教師與學生層次間各變項的影 響。研究結果發現，教師的提升創造力意向教學方式有助於學生美感經驗，而 學生的美感經驗會影響創造力與創意自我效能；教師增進創造力技能的教學方 式會透過學生審美的態度、對美的理解力與完整經驗，提升學生創意成品信 念，但是透過學生對美的快感，則會降低學生創意成品信念；教師創造力教學 在學生創意自我效能與創造力之間不會產生調節效果。根據以上發現，本研究 認為學校為了學生創造力的發展，應該重視學生美感經驗的培養，而且也要重 新檢討教師的創造力教學方式。

Based on creativity component theory, creativity system theory and creative self-efficacy theory, this study aims to explore the influence of college students’ aesthetics experience and creative self-efficacy on their creativity and the role of creativity instruction as a mediator variable. The participants were 338 college design majors in 50 teams who were working on their graduation exhibitions, and 50 advising professors from departments related to design. Hierarchical Linear Models were applied for analysis. The result showed that instruction on enhancing students’ creative intention positively affect students’ aesthetics experience. Students’ aesthetics experience affects their creativity and creative self-efficacy. Creativity instruction with focus on creativity skills by means of promoting aesthetic attitude, aesthetic understanding, and offering complete experiences had a moderating effect on students’ perception toward creative product. However, there was a negative moderating effect of creative instruction on perceived aesthetic pleasure and students’ perception toward creative product. There was no moderating effect of creative instruction on the relationship between students’ creative self-efficacy and creativity. Accordingly, the study concluded that in order to enhance students’ creativity, universities should stress on the development of students’ aesthetics experiences and re-evaluation of approaches to creativity instruction.