本研究分別以參加科展及未參加科展的學生為研究對象，目的在於了解經過相關科展訓練的參加科展學生，以及未有任何相關訓練的未參加科展學生，在經過四次長期追蹤調查之後的創造力成長歷程；除此之外，更進一步探討內在動機分別對兩組學生科技創造力發展的影響。樣本來源是國立臺灣科學教育館第41至50屆參展資料中選取自願參與的教師，透過教師尋找對應指導的學生，其中參展學生為208名，非參展學生為871名，使用的工具則為科技創造力測驗及內在動機量表。利用階層線性模式的成長模型分析後發現，有無參加科展學生的科技創造力在開始階段就呈現個別差異且成長趨勢呈現不同發展。其中有參加科展的學生為先下後上的發展趨勢，然無參加科展的學生則為先上後下的發展趨勢，而且參加科展訓練的學生科技創造力低於初始點。而在內在動機方面，有參加科展學生的內在動機對開始階段的創造力為正向影響，且對科技創造力的成長加速度有正向調節效果；反之，內在動機則對未參加科展的學生無任何影響。依據上述研究結果，本研究進一步提出相關建議。

Comparing students who have participated in Taiwan International Science Fair and those who have not, this study aims to understand the creativity development between the ones with creativity trainings for participating in the Fair and the ones who did not participate in science fair and did not receive any related trainings. Furthermore, this study intends to investigate the effects of intrinsic motivation on the development of creativity between the two groups. From National Taiwan Science Education Center, 208 student participants of the 41st-50th Fair and 871 non-participants were sampled through their teachers who voluntarily participated in this study. With growth model analysis in Hierarchical Linear Modeling, individual differences in scientific creativity between science fair participants and non-participants were found and its growth was developed distinctively. Students who participated in Taiwan International Science Fair presented downward development in scientific creativity and then upward, while the non-participants revealed upward then downward development. In regard to intrinsic motivation, science fair participants showed positive effects of Self-efficacy and Internal value on creativity, while their intrinsic motivation presents moderating effects on the rapid growth of creativity. Contrarily, intrinsic motivation did not appear to have any effects on non-participants. Based on the research outcomes, relevant suggestions are further proposed.