Measuring and Predicting Divergent Thinking With a Self-Report Questionnaire, Teacher Rating Scale, and Self-Regulated Learning Microanalysis-Reference-Cited by-同舟云学术

Measuring and Predicting Divergent Thinking With a Self-Report Questionnaire, Teacher Rating Scale, and Self-Regulated Learning Microanalysis

Published:2021-04-29 Issue: Volume: Page:073428292110052
ISSN:0734-2829
Container-title:Journal of Psychoeducational Assessment
language:en
Short-container-title:Journal of Psychoeducational Assessment

Author:

Callan Gregory L.¹^ORCID,DaVia Rubenstein Lisa²,Ridgley Lisa M.³,Speirs Neumeister Kristie²,Hernandez Finch Maria²,Longhurst David¹

Affiliation:

1. Department of Psychology, Utah State University, Logan, UT, USA

2. Department of Educational Psychology, Ball State University, Muncie, IN, USA

3. Department of Educational Psychology, Duke University, Durham, NC, USA

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.

Funder

Ball State University

Publisher

SAGE Publications

Subject

General Psychology,Clinical Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/07342829211005288

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