創造力可以經由學習而得，那也可以經由鼓勵或壓力而得嗎？加拿大心理學會新近在傳統的天賦具備與後天習得二維論外，將創造力關鍵歸因於創造力自我效能。本研究目的即在：1. 探索創造力自我效能的因素涵義。2. 檢驗創造力自我效能與造形創造力的相關性。3. 比較高與低造形創造力學生的創造力自我效能差異。經發展兩研究工具，調查294名修讀陶藝大學生的造形創造力與創造力自我效能。結論：1. 創造力自我效能主要由創新壓力、信念、意志、趨力、樂趣等因素所建構。2. 造形創造力與創新信念、意志、樂趣和總量低度正相關，與創新趨力低度負相關，與創新壓力無相關。3. 高造形創造力學生有顯著較強的創新信念、意志、樂趣和創造力自我效能總量，但於創新壓力與趨力則無顯著差異。建議凡講求創新創意的產業或領域，都應重視激發、強化與維續個體心理面的創造力自我效能。

Students can achieve creativity through learning, but are the results the same using encouragement or pressure? The Canadian Psychological Association recently published the Cambridge Handbook of Creativity, and pointed out the key elements of creativity was creative self-efficacy. The purposes of this study are: 1.to explore the element contexts of creative self-efficacy. 2.To inspect the correlation between form creativity and creative self-efficacy. 3.To compare the creative self-efficacy differences from the high and low form creativity effectiveness of students. The study developed two research tools, and investigated 294 university students’ creative self-efficacy and form creativity effectiveness while studying ceramic arts. The conclusions are: 1.Creative self-efficacy mainly consists of five elements: creative pressure, creative belief, creative will, creative attractiveness and creative pleasure. 2.Form creativity had low positive correlation with creative belief, creative will, creative pleasure, and creative self-efficacy total, had low negative correlation with creative attractiveness, and no correlation with creative pressure. 3.High form creativity’ students have significantly stronger creative belief, creative will, creative pleasure, and creative self-efficacy total, but there were no significant difference in creative pressure and creative attractiveness. The suggestions are: industries or domains proposing innovation should stimulate, strengthen and continue individual creative self-efficacy.