壹、中文部分
丁興祥（2000年1月）。當代傑出科技人才創造發展的社會環境：一種傳記資料分析。創新與創造力：技術創造力的意義與開發研討會發表之論文，國立政治大學。
王光燦（2014）。我國大學生創新行為模式建構之研究（未出版之博士論文）。國立臺南大學，臺南市。
毛連塭（1995）。創造力研究的心理學觀。創造思考教育，7，1-6。
毛連塭、郭有遹、陳龍安、林幸台（2000）。創造力研究。臺北市：心理。王沂釗（2007）。花蓮教育大學學生學習困擾、希望感與身心適應的相關調查研究。東部教育論壇研討會發表之論文，花蓮教育大學。石瑋玲（2009）。亞斯伯格症學生創造性思考與傾向之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
行政院主計總處（2013）。102年人力資源調查提要分析。取自http://www.dgbas.gov.tw/public/Attachment/4325154936T6LW6MTY.pdf。
江雪齡（2008）。正向心理學。臺北市：心理。
沈湘縈、楊淑貞、楊惠雯、胡景妮、簡宏江、吳佳慧（2010）。諮商理論與技巧。臺北市：華都文化。
李怡真（2013）。正向情緒。載於張傳琳主編：正向心理學（41-62頁）。臺北市：洪葉。李偉清（2012）。國小資優生創造傾向量表之編製研究。特殊教育研究學刊，37（1），79-102。李新民（2010）。正向心理學在學校教育上的應用。臺北市：麗文。
余德慧（1993）。序－聽見喜悅的聲音。載於張定綺（譯），快樂，從心開始（I-IV頁）。臺北市：天下。
吳裕益（1983）。修訂賓州創造傾向量表實施手冊及其相關研究。高雄市：復文。
吳裕益（2015）。高等教育統計學(未出版手稿)。國立高雄師範大學特殊教育學系，高雄市。
吳裕益（2016）。結構方程模式的理論與應用(未出版手稿)。國立高雄師範大學特殊教育學系，高雄市。
吳明隆（2009）。結構方程模式：AMOS的操作與應用。臺北市：五南。
吳明隆（2009）。結構方程模式—方法與實務應用。高雄市：麗文。
吳明隆、張毓仁（2010）。結構方程模式：實務應用秘笈。臺北市：五南。
林幸台、王木榮（1994）。威廉斯創造力測驗指導手冊。臺北市：心理。
林碧芳、邱皓政（2008）。創意教學自我效能感量表之編製編製與相關研究。教育研究與發展期刊，4(1)，141-169。林緯倫、連韻文、任純慧（2005）。想得多是想得好的前提嗎？探討發散性思考能力在創意問題解決的角色。中華心理學刊，47，211-227。邱皓政(2011)。結構方程模式。臺北市：雙葉。
洪久賢、溫秀玲、蔡長艷、宋慧娟（2003）。綜合活動領域教師創意教學成效之提昇：影響因素與策略運用。行政院國家科學委員會專題研究計畫成果報告（ NSC93-2511-S-003-020）。
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唐淑華（2010）。從希望感模式論學業挫折之調適與因應。臺北市：心理。
財團法人台灣自殺防治學會暨全國自殺防治中心（2014）。自殺防治網通訊，9(1)，6。
陳彥瑋（2006）。談心流理論對資優教育的啟示。資優教育季刊，101，1-9。
陳建瑋、季力康（2009）。2x2目標取向與希望對大專運動員競賽壓力因應策略之預測。體育學報， 42(4), 71-86。陳昭儀（2003）。創意人物研究之回顧與探析。資優教育季刊，87，27-40。
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陳瑛霞、張雨霖、陳學志（2014）。教師想像與創意培育課程之成效。創造學刊，5(1)，65-86。
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張世彗（2007）。創造力：理論、技法與教學。臺北市：五南。
許芳菱、王沂釗 (2010)。以希望理論運用在體重控制團體對大學生身體意象改變之研究。2010年台灣輔導與諮商學會年會發表之論文。
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教育部統計處（2015）。大專以上程度青年就業概況分析。取自https://stats.moe.gov.tw/files/analysis/%E5%A4%A7%E5%B0%88%E4%BB%A5%E4%B8%8A%E7%A8%8B%E5%BA%A6%E9%9D%92%E5%B9%B4%E5%B0%B1%E6%A5%AD%E6%A6%82%E6%B3%81%E5%88%86%E6%9E%90.pdf。
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郭有遹（1973）。創造心理學。臺北市：正中。
黃淑娟（2003）。原住民國中生的學習動機、學習策略與學業成就關係之研究（未出版之碩士論文）。國立彰化師範大學，彰化。
黃燕女（2013）。高中職學生生命意義感、正向情緒、健康促進與生活適應之關聯模式建構及驗證（未出版之博士論文）。國立高雄師範大學，高雄市。彭月茵、葉玉珠（2011）。研究生希望感量表之發展。測驗學刊，58(4)，639-664。
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葉玉珠（2006）。創造力教學。臺北市：心理。
敬世龍（2010）。青少年希望感量表之建構。教育科學期刊，9(2)，165-192。
董晏佑（2011）。大學生正向情緒、內外控信念與壓力因應策略之相關研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
鄭伯壎（2012）。導讀－呼應時代發展的新顯學。載於譚家瑜（譯），更快樂：哈佛最受歡迎的一堂課（修訂版）。臺北市：天下。
潘裕豐，蘇芷玄（2010）。大學生正向心理與創造力之相關與差異研究。創造學刊，1(2)。43-72。
劉世南、郭誌光（2001）。創造力的概念與定義。資優教育季刊，81，1-7。
劉世南、郭誌光（2002）。創造力理論的發展。資優教育季刊，85，20-30。
劉世南和郭誌光（2003）。創造力實踐的基礎建設：評量方法的發展。資優教育季刊，86，10-20。
蔡玉慧（2008）。青少年的孤獨及其相關因素之研究（未出版之博士論文）。國立高雄師範大學，高雄市。蔡佳男（2010）。南部地區大學生正向情緒、樂觀傾向及生活適應之相關研究（未出版之碩士論文）。國立臺南大學，臺南市。
蔡秉勳、林緯倫、林烘煜（2013）。心情對了，創意就來了。國立臺灣師範大學教育心理與輔導學系教育心理學報，45(1)，19-38。
賴英娟、巫博瀚（2013）。臺灣國中生「中文版希望感量表」之編製。測驗學刊，60(3)，429-455。賴英娟、陸偉明、董旭英（2011）。以結構方程模式探討台灣大學生自尊、生活目標、希望感及校園人際關係對憂鬱情緒之影響。台師大教育心理學報，42(4)，677-700。駱芳美、郭國禎（2011）。從希望著手。臺北市：心理。
蕭佳純（2012）。國小學童科學學習動機、父母創意教養與科技創造力關聯之研究。教育科學研究期刊，57(4)，103-133。蕭佳純（2014）。延宕交叉相關與潛在成長模式在創造力傾向與科技創造力關係間之分析。特殊教育研究學刊，39(2)，87-107。籃文彬、游森期（2014）。大學生正負向完美主義、心流傾向與心理幸福感之結構方程模式分析。臺中教育大學學報，28(2)，25-50。蘇慧堅、鍾燕宜（2004）。閱讀心流經驗於行銷策略之研究。出版與管理研究，1(1)，79-132。貳、英文部分
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