Assessing interactions between cognition, emotion, and motivation in creativity: The construction and validation of EDICOS

Abstract

There is increasing evidence suggesting that individual differences in creativity reflect particular combinations of thinking styles, affective dispositions, and motivational preferences. Unfortunately, available performance tests and self-report inventories assess these factors in isolation, which calls for a more systematic measurement of the interactions between cognition, emotion, and motivation. The aim of the present study was to develop a questionnaire that allows for the assessment of individual differences in divergent and convergent creativity, as well as the identification of particular cognitive/affective/motivational associations.The questionnaire (EDICOS: The Emotion/motivation-related Divergent and Convergent thinking styles Scale) was validated in a sample of 887 higher education students. The internal structure, internal consistency, and temporal stability of the instrument were examined, as well as its external validity. The results of exploratory and confirmatory factor analyses revealed a four-factor structure (convergent–unpleasant, convergent–preventive, divergent–pleasant, and divergent–proactive styles). These dimensions showed adequate internal consistency and temporal stability. The study also provided external validation data based on the relationship of the mentioned emotion/motivation-related creativity styles with thinking styles, affective styles, personality, gender, and academic domain. Overall, the obtained psychometric properties of EDICOS justify its future use for assessing individual differences in emotional and motivational creativity.