Measuring and Predicting Divergent Thinking With a Self-Report Questionnaire, Teacher Rating Scale, and Self-Regulated Learning Microanalysis. (August 2021)

• Record Type: Journal Article
• Authors: Callan, Gregory L.; DaVia Rubenstein, Lisa; Ridgley, Lisa M.; Speirs Neumeister, Kristie; Hernandez Finch, Maria; Longhurst, David
• Is Part Of: Journal of psychoeducational assessment. Volume 39:Number 5(2021)
• Page Start: 549
• Page End: 562
• Publication Date: 2021-08
• Subjects: self-regulated learning -- personality/individual differences -- motivation -- metacognition -- divergent thinking -- self-regulated learning microanalysis; Ability -- Testing -- Periodicals; Educational tests and measurements -- Periodicals; 371.713
• DOI: 10.1177/07342829211005288
• Languages: English
• ISSNs: 0734-2829

Abstract

This study examined the relationships among three measurement methodologies that are used to assess characteristics and processes associated with creativity (i.e., a self-report questionnaire, teacher ratings, and a structured interview). In addition, we examined the predictive contributions of these three measurement methodologies for a divergent thinking test (Torrance Test of Creative Thinking-Figural; TTCT-F). Participants were 89 adolescents in the Midwestern United States. Results revealed that the self-report questionnaire and structured interview measure of self-efficacy correlated significantly (r = .34), but no other significant relationships among measurement methodologies were observed. Neither the self-report ratings nor teacher ratings significantly predicted performance on the TTCT-F, but the structured interview measures did.