How Psychological Factors Stimulate Imagination? 中文摘要：本研究探討想像力評測指標、促發影視系所學生想像的內在心理因素、這些因素在不同製作階段之作用，以及心理因素與想像力的相關性。研究團隊針對國內10所影視相關校系進行超過1,000名樣本的調查，研究結果顯示，想像力可細分為再造性想像與創造性想像；促發想像的心理因素有：認知生產、促發動機、情緒、壓力、做中悟、自我效能等。影視學生須透過個人經驗、假設方法，及利己思維來促發想像，以協助完成前製；而熟悉設備、影視知能，與獲得肯定則是影響學生在製作階段想像的主要來源；在後製階段，除了教師鼓勵外，學生同樣會較受到熟悉設備與影視專業之影響。本研究亦發現，內在心理與想像力之間雖具顯著相關，惟心理對想像力之預測力不高，證實內在心理並非影響學生想像之單一因素，後續針對其他因素的探索將可揭露此一議題的全貌。

The purpose of this study was to analyze the indicators of imagination, investigate an array of psychological factors that can stimulate imagination, and explore how these factors manifest in different production phases. The participants of this study were students in the field of film and video education from ten universities across Taiwan. The results of our study showed that imagination is composed of reproductive imagination and creative imagination. Psychological factors of imagination stimulation consist of six categories: cognitive generation, facilitative motivation, emotion, stress, inspiration through action, and self-efficacy. Our results also showed that the majority of students express their needs for thinking skills and self-interest in the pre-production phase; and both film/video production knowledge and being encouraged are important in both production and post-production phases. This study concluded that psychological factors have limited influence on imagination stimulation, but they are significantly corelated. From this result, it can be inferred that the psychological factor is one of many factors to influence imagination stimulation, and an integrative approach of further inquires toward the influential factors is worthwhile to be explored.