本研究主要目的在探討：（1）創造力訓練保留效果與遷移維持成長軌跡；（2）目標導向對創造力訓練保留效果的影響；及（3）目標導向對創造力訓練遷移維持成長軌跡的調節。採準實驗研究設計，實驗處理與後續追蹤共歷時9個月，參與實驗之大學生共計61人，刪除不適當樣本後，最後得有效樣本56人。本研究以重複量數t考驗與HLM成長模式進行資料分析。研究結果發現創造力訓練可以顯著提升大學生的創造力；圖形創造力遷移維持曲線為下降的二次曲線；表現趨向對語文創造力訓練遷移維持曲線有調節效果。最後，本研究針對結果進行理論與實務義函之討論，並提出研究限制級後續研究建議。

The main purposes of this study are to explore（1）retention effects and transfer maintenance growth trajectories of the creativity training program, （2）effects of goal orientation on creativity retention, and （3）moderating effects of goal orientation on transfer maintenance growth trajectories. Using quasi experimental design, the experiment and follow-up tests lasted 9 months. There were 61 university students participating in this study. After deleting unsuitable subjects, 56 subjects were analyzed. Data analysis was conducted by using repeated measure t-test and the growth model of hierarchical linear modeling（HLM）. The result indicated that university students’ creativity could be enhanced through a creativity training program. The transfer maintenance growth trajectory of figural creativity was a declined quadratic curve. A performance-led approach could moderate the transfer maintenance trajectory of verbal creativity. Based on the aforementioned results, theoretical and practical implications were discussed and the limitations of this study were identified with suggestions for further researches.