國民中學教師真誠領導與藝術才能美術班學生正念是影響學生創造力效能感的重要因素。本研究旨在探討國民中學教師真誠領導、藝術才能美術班學生正念、學生創造力效能感之現況，分析不同背景變項之差異情形，探討三者的相關情形。研究方法主要採用問卷調查法，以台灣國民中學藝術才能美術班七、八年級學生為研究對象，研究工具包含教師真誠領導量表、學生正念量表、學生創造力效能感量表。本研究發出708份問卷，整體回收率為89.83%，有效問卷共479份，可用率為75.31%。資料分析方法包含驗證性因素分析、描述統計、t 考驗及單因子變異數分析、積差相關及結構方程模式。本研究主要發現如下:一、教師真誠領導現況達中高度知覺，其中以「關係透明化」表現最佳。二、學生正念現況達中高度知覺，其中以「覺察」表現最佳。三、學生創造力效能感現況達中高度知覺。四、藝術才能美術班學生知覺教師真誠領導在不同的「學校規模」具有顯著差異，學校規模12班以下的學生知覺教師真誠領導高於學校規模13-24班、25班以上的學生。五、教師真誠領導、學生正念、學生創造力效能感兩兩呈現正相關。六、教師真誠領導、學生正念與學生創造力效能感模式獲得支持，學生正念具有部分中介效果。據此建議教師持續自我成長，營造優質、真誠的學習成長環境，促進學生學習；鼓勵教師設計多元化的教學活動，增進學生的正向心理發展；多鼓勵學生相互討論，培養學生的思考能力；運用教師真誠領導，透過學生正念的中介作用，提升學生創造力效能感。

Teachers' authentic leadership and art talent students' mindfulness are the important influential factors of the students' creative self - efficacy. This study aimed to investigate the current situations and circumstances of junior high school teachers' authentic leadership, art talent students' mindfulness and students' creative self - efficacy. Analyze the differences in different background variables, and explore the related situations of the above three. The research methods is questionnaire survey. The research object were seventh and eighth grade students in the art talent class of the junior high school in Taiwan. The research tools include the teacher authentic leadership scale, the student mindfulness scale, and the student creativity self - efficacy scale. A total of 708 questionnaires were sent out in this study, with the return rate of 89.83%. A total of 479 valid questionnaires, with the availability rate of 75.31%. Confirmatory factor analysis, descriptive statistics, independent sample t test, Pearson correlation analysis, and structural equation modeling were used to analyze the collected data. The results show that (1) Currently Teachers' authentic leadership reaches high-intermediate level and that "relationship transparency" has the highest score. (2) Students' mindfulness meets high-intermediate level, and "awareness" has the highest score. (3) Students' creative self - efficacy meets high-intermediate level. (4) Art talent student's awareness toward teacher's authentic leadership are diverse when in different school scales. (5) Positive correlation exists among the teachers' authentic leadership, students' mindfulness and students' creative self - efficacy. (6) Theoretical models are supported among teachers' authentic leadership, students' mindfulness and students' creative self - efficacy. According to the findings, the researcher suggests that teachers continue to grow themselves, create a high-quality and sincere learning and growth environment, and promote student learning; Encourage teachers to design a variety of teaching activities to enhance student's positive psychological development ; Encourage students to discuss and cultivate students' thinking ability；Teaacher's should make good use of authentic leadership to improve students' mindfulness mediating role to enhance students' creative self - efficacy.

目次
第一章 緒論-------------------1
第一節 研究背景與動機-------------------1
第二節 研究目的與研究問題-------------------5
第三節 名詞釋義-------------------6
第四節 研究方法與步驟-------------------8
第五節 研究範圍與限制-------------------9
第二章 文獻探討-------------------11
第一節 教師真誠領導之意涵-------------------11
第二節 學生正念之意涵-------------------14
第三節 學生創造力效能感之意涵-------------------18
第四節 教師真誠領導、學生正念與學生創造力效能感之關聯性-----------------21
第三章 研究設計與實施-------------------27
第一節 研究架構-------------------27
第二節 研究對象-------------------29
第三節 研究工具-------------------31
第四節 實施程序-------------------37
第五節 資料處理與分析-------------------38
第四章 研究結果與討論-------------------39
第一節 國中教師真誠領導、學生正念與學生創造力效能感之現況分析------------39
第二節 不同背景變項之學生對國中教師真誠領導、學生正念與學生創造力效能感之差異分析-------------------44
第三節 國中教師真誠領導、學生正念、學生創造力效能感之相關分析------------50
第四節 國民中學教師真誠領導、學生正念與學生創造力效能感之影響關係--------55
第五章 研究結論與建議-------------------65
第一節 研究結論-------------------65
第二節 研究建議-------------------69
參考文獻-------------------73
附錄-------------------87
附錄一 問卷-------------------87
附錄二「學術研究倫理教育課程」證明-------------------91

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