Amabile從「產品」的角度來定義創造力，認為創造力的表現是由專家評量相關領域的作品，並發展出「共識評量技術（CAT）」作為評量創造力的方式。Amabile並提出「創造力成分模式」，認為個體要有創造力的表現，同時必須具備「專業」、「創意思考技能」、與「工作動機」三個成分。本研究的主要目的即是在驗證Amabile的共識評量技術與創造力成分模式。
本研究蒐集了國小五年級某班29位學生共162件繪畫作品，並找了3個藝術領域專家團體（共9位），分別是大學教授團體3位、國中小老師團體3位、畫家團體3位，每位評分者獨立地使用共識評量量表評定每件作品。而且本研究編制了「國小學生繪畫動機量表」，對同一班學生進行施測以蒐集資料。最後本研究以Cronbach’s α係數、Pearson積差相關、Spearman等級相關、AMOS的驗證性因素分析與徑路分析等統計方法，對蒐集到的樣本資料進行分析，以驗證Amabile的理論。
根據研究結果發現：（a）全部評分者評定創造力是有高度的共識性，（b）每一評分團體內評定創造力是有中低度的共識性，（c）不同評分團體間評定創造力是有顯著的相關，（d）個別主題作品的創造力評定是有高度的共識性，（e）專業與創造力之間的相關達顯著，（f）創意思考技能與創造力之間的相關達顯著，（g）繪畫動機與創造力的相關達顯著。
基於上述研究結果，本研究對教育實務與相關研究提出若干建議，提供後續研究更進一步之基礎。

Amabile defines creativity from “product”. In her opinion, the behavior of creativity is by the products of the relevant fields of expert's assessment, and develops “consensual assessment technique (CAT)” as the way to measure creativity. And Amabile proposes “component model of creativity”. If individual wants to have the creative behavior, he must possess three components: “expertise”, “creative-thinking skill”, and “ task motivation”. The main purpose of this study was to confirm the Amabile’s component model of creativity and consensual assessment technique.
This study had collected 29 students of a fifth grade in primary school class, and amounted to 162 drawing products. There were 9 judges come from 3 art domain expert's groups, including that 3 judges come from university professor's group, 3 judges come from junior and elementary teacher's groups, and 3 judges come from painter's groups. Each judge used the inventory of consensual assessment to evaluate each product independently. And this study designed inventory to exam students in the same class in order to collect the data.
According to the results of the research: ( a) It was high common consensus that all judges evaluate creativity ,( b) It was middle-to-low common consensus that each group evaluate creativity , (c) Creativity measures taken in different groups showed significant correlations, (d) It was high common consensus to evaluate the creativity of the specific theme works, (e) The correlation between expertise and creativity was significant, (f) The correlation between creative-thinking skill and creativity was significant, (g) The correlation between motivation and creativity was significant.
According to the results of the study, it could provide some suggestions for education and relevant studies, and it offered the foundation of further following studies in academia.

第壹章 緒論
第一節 研究動機……………………………………………… 1
第二節 研究目的……………………………………………… 7
第三節 待答問題……………………………………………… 8
第四節 名詞釋義……………………………………………… 9
第五節 研究限制………………………………………………11
第貳章 文獻探討
第一節 創造力相關理論………………………………………14
第二節 創造力評量相關理論…………………………………21
第三節 Amabile創造力成分模式…………………………… 27
第四節 Amabile共識評量技術與相關研究………………… 34
第參章 研究設計與實施
第一節 研究架構與研究流程…………………………………45
第二節 研究對象………………………………………………47
第三節 研究實施程序…………………………………………49
第四節 研究工具………………………………………………51
第五節 資料分析………………………………………………64
第肆章 研究發現與討論
第一節 共識評量技術之分析…………………………………67
第二節 國小學生繪畫動機之結果……………………………74
第三節 創造力成分模式之分析………………………………78
第伍章 結論與建議
第一節 研究結論………………………………………………81
第二節 研究建議………………………………………………88

參考文獻………………………………………………………………94

附錄
附錄一 本研究使用的共識評量量表………………………………104
附錄二 國小學生繪畫動機量表—預視……………………………108
附錄三 國小學生繪畫動機量表—正式施測………………………111

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