新近研究認為創造力自我效能才是個體實現創造力的關鍵，但欠缺對低創造力成效學習者的形成性研究。本研究從創造力自我效能面向，以視覺敘事法解析陶藝拉坯低造形創造力之成因與演進形式，研究目的：一、探索造形創造力成效低劣的原因。二、分析創造力自我效能的演進形式。三、歸納創造力自我效能變化的主因。採視覺敘事研究法，以三項研究工具，研究低造形創造力學習者16週學習歷程。結論：一、技能生疏肇致造形創造力成效低劣且根源於沉迷網路排擠練習時間。二、創造力自我效能呈下降線形且在未及獲致「技能性動作形式」時急遽陡降。三、同儕成功習得技能形塑的壓力是影響創造力自我效能陡降的最主要原因。建議教師教學首務在促使學習者練習技能達到第三層級「技能性動作形式」，並研究同儕競爭與合作效應。

Recent researches argue that creativity self-efficacy is the key to individual creativity, but lacks the formative study of low-creativity learner. The purposes of this study are: (1) To explore the reasons why poor creativity effectiveness. (2) To analyze the evolutionary form of creativity self-efficacy. (3) The main reason to induce the change of creativity self-efficacy. This study used the visual narrative research method and three research tools to study the 16-week learning process of low-creativity learners. The conclusions are: (1) The skill to create a forming creativity is inferior, and the root of which is to indulge in the network crowding out practice time. (2) The creativity self-efficacy decreases linearly and falls sharply in the form of "Skilled Movement Forms". (3) The pressure of the successful forming of peer learning skills is the key factor to influence the steep drop of creativity self-efficacy. The suggestions are that teachers should motivate learners to practice their skills to achieve the third level of "Skilled Movement Forms ", and to study the effect of peer competition and cooperation.