本研究旨在探討不同科學學習動機、創造傾向、師生互動的國中生在科學創 造力表現的差異，以及上述變項之各次向度對科學創造力表現作預測的相對權重。 採問卷調查法，研究對象是高雄市的國一學生，有效樣本共316 人。研究工具包 括「科學創造力問卷」、「科學學習動機量表」、「威廉斯創造傾向量表」及「師生 互動量表」。研究結果顯示：學生在科學學習動機的各次向度對科學創造力表現 作預測以自我效能最重要。學生在創造傾向各次向度對科學創造力表現作預測以 挑戰性最重要。學生在師生互動的各次向度對科學創造力表現作預測以挑戰性問 題最重要。在科學學習動機、創造傾向與師生互動對國一學生在科學創造力表現 所作預測之相對權重關係，以「創造傾向」與「師生互動」較高。

This study aimed to investigate the students’ Scientific Creativity performance in different Scientific Learning Motivation and Creative Tendency and Teacher-Student Interaction and to find the relative weight of Scientific Learning Motivation and Creative Tendency and Teacher-Student Interaction in predicting the Scientific Creativity. The study adopted questionnaire survey as its research method, sampling a total of 316 7th Graders in Kaohsiung City. The research tools include “Scientific Learning Motivation Questionnaire”, “Williams Creative Tendency Questionnaire”, “Teacher-Student Interaction Questionnaire” and “Test of Scientific Creativity”. The results show that the 7th Graders’ Scientific Learning Motivation Questionnaire second dimention to predict the Scientific Creativity Performances,“self efficacy”is the most important. In Creative Tendency second dimension to predict the Scientific Creativity Performances,“challenge”is the most important. In Teacher-Student Interaction second dimention to predict the Scientific Creativity Performances, challenging question”is the most important. The 7th Graders adopt Scientific Learning Motivation, Creative Tendency and Teacher-Student Interaction to predict the Scientific Creativity Performances, the “Creative Tendency”and “Teacher-Student Interaction”are more important.