本研究旨在探討幾何變因（對稱性、複雜度）與兩種測驗分數（智力測驗、
成就測驗）對臺灣高中生幾何擬題創造力之影響與關係。研究以160位高二生為
對象，令其完成四種系統變化的幾何變因（對稱/非對稱、簡單/複雜）。擬題創造
力依據Leikin (2009)模型，從流暢性、靈活性與獨創性三向度評估；兩種測驗分
數則分別採取瑞文氏標準矩陣推理測驗（SPM+）與國中會考數學科成績測量。資
料採用重複量數變異數分析與Spearman等級相關進行檢驗。

　　研究結果顯示：

一、 幾何變因顯著影響擬題的流暢性與靈活性，但對獨創性則無。質性分析補
充，對稱的圖形利於思維擴散，而複雜的圖形則因認知負荷較高，使思維
趨向收斂。
二、 智力測驗分數與各創造力指標間無顯著相關。
三、 成就測驗分數與擬題創造力表現的關係受任務難度調節；
在結構最複雜的變因（非對稱、複雜）下，該知識與擬題的流暢性、靈活
性呈顯著弱負相關，此結果可能歸因於高成就者在高挑戰任務中採取「重
質輕量」的策略。

　　結論指出，任務的外部結構主要影響創造力的「量」（流暢性、靈活性）而非
「質」（獨創性）。此發現不僅有助於教師依教學目標策略性地選用任務，亦深化
了學界對學生能力與擬題創造力之間複雜關係的理解，並揭示任務設計的量化與
質化影響路徑可能有所不同。

This study investigates how two geometric task variables—symmetry and
complexity—and two kinds of test scores (fluid-intelligence and curriculum-based achievement) jointly influence the geometry problem-posing creativity of Taiwanese senior-high students. A total of 160 Grade-11 participants completed four systematically varied task conditions (symmetric vs. asymmetric × simple vs. complex). Problemposing creativity was evaluated with Leikin’s (2009) model along three dimensions— fluency, flexibility, and originality—whereas fluid intelligence and school achievement were indexed by the Raven’s Standard Progressive Matrices (SPM+) and mathematics scores on the national Comprehensive Assessment Program for Junior-High-School Students, respectively. Repeated-measures ANOVA and Spearman rank correlations were employed to analyze the data.

　　The main findings are as follows:
1. Geometric variables exerted significant effects on fluency and flexibility, but not on originality; qualitative evidence further indicated that symmetrical figures fostered divergent thinking, whereas cognitively demanding complex figures induced more convergent reasoning.
2. No significant correlations emerged between fluid-intelligence scores and any creativity dimension.
3. The association between achievement scores and problem-posing performance was moderated by task difficulty—under the most demanding condition (asymmetric and complex), achievement showed weak negative correlations with fluency and flexibility, suggesting that high-achieving students may adopt a “quality-over quantity” strategy when confronted with highly challenging tasks.

　　These findings indicate that the external structure of a task primarily affects the quantity (fluency and flexibility) rather than the quality (originality) of students’ creative output. The study not only offers teachers practical guidance for task selection aligned with instructional goals, but also enriches the theoretical understanding of the multifaceted relationship between students’ ability and problem-posing creativity, highlighting potentially distinct quantitative and qualitative pathways through which task design operates.