Assessing the creativity of Kazakhstan business students

Introduction. Investigation into the factor structure of Domains of Creativity Scale has been on for sometimes now. The purpose of this study was to test the validity of the Kaufman Domains of Creativity Scale on Nigerian preservice science, technology, and mathematics teachers.Method. Exploratory and confirmatory factor analyses were performed on the responses of 337 preservice science, technology, and mathematics teachers to the Kaufman Domains of Creativity Scale.Results. Results of both analyses supported the five-factor structure of the Kaufman Domains of Creativity Scale: Mechanical/Scientific, Scholarly, Performance (encompassing writing and music), Self/Everyday, and Artistic. Construct validity of the Kaufman Domains of Creativity Scale was supported by its relationships with the Big Five Inventory in ways that were predicted by theory and consistent with previous research. Coefficient alphas and coefficients of congruence were generally strong.Discussion and Conclusion. The present study provided incremental validity to the multidimensional nature of the Kaufman Domains of Creativity Scale thus reinforcing the five-factor model namely Mechanical/Scientific, Scholarly, Performance (encompassing writing and music), Self/Everyday, and Artistic. Additionally, a Nigerian version of the 50-item Kaufman Domains of Creativity Scale in the three major indigenous languages: Hausa, Igbo, and Yoruba need to created and tested among undergraduate and postgraduate students in Nigerian institutions of higher learning.

Kaufman Domains of Creativity Scale (K-DOCS) is a self-report of creative behavior in five distinct domains. The present study aims to translate K-DOCS into Russian and evaluate its psychometric properties. The psychometric analysis was performed on a sample of adults recruited through Yandex Toloka (N = 1011; M age = 35.94, SD age = 10.95) from various regions of Russia and Commonwealth of Independent States (CIS) countries. Exploratory and confirmatory factor analyses indicated that the model with five correlated factors showed the best fit to empirical data. All factors demonstrated good internal consistency and moderate test–retest reliability. The correlation and hierarchical regression analyses for K-DOCS factors, creative achievements by CBI (Creative Behavior Inventory), and personality traits by BFI–2 (Big Five Inventory – 2) yielded evidence for an adequate level of convergent and discriminant validity. We also examined differences across K-DOCS factors among occupations defined by Holland’s typology and attempted to investigate K-DOCS measurement invariance across gender. As a result, we obtained evidence supporting the construct validity of K-DOCS and established its partial measurement invariance across gender. The current study shows that Russian K-DOCS has satisfactory psychometric properties and can serve as a trusted guide into various manifestations of humans’ creative behavior.

HRMARS - This study aimed to examine the factorial invariance of the Kaufman Domains of Creativity Scale (Kaufman Domains of Creativity Scale – K-DOCS) among post-basic education students in the Sultanate of Oman by testing the four levels of measurement invariance: configural, metric, residual, and scalar invariance. The study sample consisted of Grade 11 and Grade 12 students, and the Arabic version of the scale was administered after ensuring its linguistic and cultural appropriateness. Multi-Group Confirmatory Factor Analysis (MG-CFA) was employed to examine the stability of the scale’s factorial structure across selected demographic variables. The results indicated that configural and metric invariance were supported, suggesting equivalence in the factorial structure and the meanings of the latent constructs across groups. However, partial non-invariance was observed at the residual and scalar levels, reflecting potential differences in students’ responses to certain items without compromising the overall conceptual structure of the scale. The findings support the use of the K-DOCS for research and group comparisons within the Omani educational context, while recommending caution when interpreting mean-level comparisons. Overall, the results provide empirical support for the validity of the K-DOCS in Arabic contexts and contribute to the literature on measuring creativity from a multidimensional perspective.

ABSTRACTThe Kaufman Domains of Creativity Scale (K‐DOCS) is a self‐reported rating scale that measures creative behaviors in five areas. Despite the vast amount of research on the scale, the internal consistency reliability of K‐DOCS scores have not been examined. Specifically, there is no study on the overall reliability coefficients, the variation in the reliability of scores, and reliability induction. In the present study, reliability generalization meta‐analyses were conducted to address these issues. The sample consisted of 56 studies that produced 60 Cronbach's alpha coefficients in total. The pooled alpha values were estimated to be .904 (total scale), .825 (Self/Everyday subscale), .858 (Scholarly subscale), .887 (Performance subscale), .867 (Scientific subscale), and .861 (Artistic subscale). The moderator analyses showed that the reliability estimates of K‐DOCS total scores and Self/Everyday subscale scores did not differ with respect to any of the moderator variables. On the other hand, certain variables affected the alpha coefficients for Scholarly (educational level, SD of the age, and mean age), Performance (continent, educational level, ethnicity, Caucasian percentage, SD of the age, and mean age), Scientific (language, test version, continent, country, ethnicity, SD of the age, and mean age), and Artistic (continent, language, country, mean age, and total mean score) subscale scores. Finally, the reliability induction rate was 39.62%, and there were no statistically significant differences between the inducing and reporting studies with respect to the continuous variables (mean of the total score, means and SDs of the sample age, and percentages of female and Caucasian). Our findings indicate that the K‐DOCS provides highly reliable scores. However, certain variables contribute to systematic errors in Scholarly, Performance, Scientific, and Artistic subscale scores. Hence, scores on these subscales should be interpreted with caution. Due to a high amount of variation in the reliability coefficients, reliability induction is not advised for the K‐DOCS.

The Kaufman Domains of Creativity Scale (K-DOCS; Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman domains of creativity scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298-308. doi:10.1037/a0029751) is a self-report assessment of five creative domains: Everyday, Scholarly, Performance, Scientific, and Artistic. This investigation was designed to reassess the factor structure of the K-DOCS, examine its measurement invariance across men and women, and develop norms across the five domains. Data on 22,013 American participants who had completed the assessment as part of past or ongoing studies between 2012 and 2020 were collated across multiple samples. Confirmatory factor analyses indicated that both five- and nine-factor solutions had superior fit compared to a one-factor solution. The models were also gender invariant, indicating that creative domains were assessed similarly across male and female samples. Norms across gender and age-groups were provided to enable future comparisons in research settings; it is not recommended to use these norms in clinical or diagnostic contexts. The investigation concluded that the K-DOCS is a robust psychometric tool for the self-assessment of creativity across domains.

The current literature describes creativity as a domain-specific phenomenon. According to Kaufman’s five-factor model, creativity can manifest in the following distinctive domains: Self/Everyday, Scholarly, Performance, Mechanical/Scientific and Artistic. The purpose of the present study was to validate the Croatian version of the Kaufman Domains of Creativity Scale. The scale was administered to a sample of early childhood and preschool education students (N = 222). The results of the exploratory factor analysis showed that certain Self/Everyday tasks did not load on any of the scales, whereas some music-related tasks separated from other Performance tasks into a separate factor. These results could be explained by the characteristics of the convenience sample recruited for the study. The confirmatory factor analysis of the five-factor model and goodness-of-fit tests yielded results that are as satisfactory and consistent as previous validations. The Kaufman Domains of Creativity Scale is therefore considered to be a potentially feasible scale for assessing creativity as a domain-specific phenomenon. Additional research is needed to confirm the validity of the Croatian version of the scale with a representative random sample.

Creativity is defined as the ability to develop novel and effective ideas, artifacts, or solutions. Neural correlates of the Kaufman domains of creativity scale (K-DOCS) have been studied to better understand the neurophysiological representations of specific mental processes. The K-DOCS is a self-report questionnaire that measures five domains of creativity: Everyday, Scholarly, Performance, Science, and Arts. In this study, twenty-two international undergraduate students at the Korea Advanced Institute of Science and Technology were first assessed based on the K-DOCS. Subsequently, the participants underwent electroencephalography recordings while solving picture completion problems from the Torrance Tests of Creative Thinking (TTCT). The relative alpha power was calculated for eight channels, and the correlations with the domains of the K-DOCS were analyzed using Spearman’s rank correlation test. The only correlations regarded as significant were negative correlations between both the relative alpha power and the relative slow alpha power (in the temporal, occipital, and parietal sites) and the measures associated with the K-DOCS Performance domain. In particular, the relationship between alpha synchronization in parietal and occipital sites and the suppression of distracting information flows from the visual system, the devotion of cognitive resources to memory search and retrieval, and the outcome of interviews about participants’ experiences while executing a specific task were analyzed. In this regard, the high score in the Performance domain might indicate a tendency to rely on visual inputs rather than memory when searching for ideas during creative tasks. This study contributes to widening the scope of quantitative assessments of creativity.KeywordsCreative drawingEEG alphaK-DOCSDomain-specific creativity scaleNeural correlates of creativity

One common self‐assessment of creativity is the Kaufman Domains of Creativity Scale (K‐DOCS). This article provides support for a Turkish translation of the instrument, offering exploratory and confirmatory factor analysis to determine whether the factors were consistent across cultures. The participants consisted of two groups. The first group consisted of 1,260 undergraduate students (912 females, 348 males) at a public university in Turkey and was utilized for the principal axis factoring analysis. Horn's parallel analysis, a robust statistical technique, was employed to determine the number of factors to be extracted from a scale. The second group consisted of 1,215 participants (885 females and 330 males) who were utilized for confirmatory factor analysis. Results supported a nine‐factor solution as a better fit for this sample than the five‐solution originally used by Kaufman. Of the original five factors, four factors were divided into two sub‐factors, which were distinct although moderately correlated. Finally, we determined the relationship between K‐DOCS factors and college major. We also found good evidence for the construct, discriminant, and convergent validity of the scale. Relationships between K‐DOCS factors and college major were largely consistent with predictions, providing additional evidence for the construct validity of the scale.

Creative self-perceptions reflect a unique blend of motivational, metacognitive, and personal characteristics, both shaping and being shaped by people’s creative experiences. The Kaufman Domains of Creativity Scale (K-DOCS) is a domain-specific measure that captures people’s self-oriented views across five creativity domains: Everyday, Scholarly, Performance, Scientific, and Artistic. The scale’s complex, multidimensional structure comes with considerable length, limiting its broader use. In the present research, we aimed to develop a concise version of K-DOCS while preserving its domain specificity. Across four samples from the U.S. and Poland, we identified a subset of items for the short-form K-DOCS using a metaheuristic algorithm (Ant Colony Optimization; Study 1, N = 825) and then examined the factor structure of the resulting 20-item version (Studies 2, 3 and 4, overall N = 1160). The proposed short form retains the original scale’s five-domain structure, demonstrates strong model fit and subscale reliability, provides a gender-fair assessment of creative self-perceptions, and shows substantial associations with relevant personality traits and creative achievements. This 20-item version can serve as a vital alternative to the original 50-item scale, offering an efficient and psychometrically sound measure for both research and applied contexts where a short yet comprehensive assessment of creative self-perceptions is needed.

Validation and Network Structure of the Kaufman Domains of Creativity Scale: A Psychometric Investigation in an Arabic Context

This study examines the relationship between artificial intelligence (AI) usage and creativity levels among students studying in faculties of fine arts. With the rapid development of generative AI technologies, artistic production processes and educational practices in art and design disciplines have been significantly transformed. In this context, understanding how students use AI tools and how these tools relate to their creativity has become an important research topic in art education. The research was designed using a relational survey model within the general survey framework. The study group consisted of 201 undergraduate students studying in faculties of fine arts at universities in Türkiye. Data were collected using the Artificial Intelligence Usage Scale and the Kaufman Domains of Creativity Scale (K-DOCS). Descriptive statistics, independent samples t-test, one-way ANOVA, and regression analysis were used to analyze the data. The findings indicated that students’ AI usage levels were above the moderate level (M = 3.80). Students reported the highest creativity levels in the domains of artistic performance and artistic creativity, while academic and scientific/mechanical creativity were found at moderate levels. Gender comparisons revealed significant differences in academic creativity, scientific/mechanical creativity, and AI usage in favor of male students. Regarding class level, significant differences were found in academic and scientific/mechanical creativity, with upper-level students reporting higher levels of creativity. However, AI usage did not differ significantly across class levels. Regression analysis showed a positive and significant relationship between creativity and AI usage, with creativity explaining 10.2% of the variance in AI usage. Among the creativity domains, only academic creativity and scientific/mechanical creativity significantly predicted AI usage. Overall, the findings suggest that creativity in fine arts students is domain-specific and that different creativity domains relate to AI usage in distinct ways. While academic and scientific creativity appear to encourage the use of AI tools, artistic creativity does not significantly predict AI usage. These results highlight the importance of integrating AI literacy and ethical AI use into art education curricula to support students’ creative development in the digital age.

This study aimed to explore self-reported domain-specific creativity in relation to the level of empathy, systemizing, and the Big Five personality dimensions. The research sample consisted of 1112 college students to whom the Kaufman Domains of Creativity Scale (K-DOCS), the Creative Achievement Questionnaire (CAQ), Baron-Cohen's empathy and systemizing quotients (EQ and SQ), and NEO-FFI were administered. The results suggest that the systemizing quotient (SQ) significantly correlated positively with the K-DOCS Mechanical/Science, and Scholarly scales, as well as with the CAQ Invention and Scientific Discovery scales. The empathy quotient (EQ) significantly correlated in a positive direction with the K-DOCS Self/Everyday creativity. In spite of the fact that the EQ and SQ overlap to a considerable extent with the five general personality dimensions and are closely linked to gender, the results confirm their incremental validity beyond the framework of these variables. The EQ and SQ explain the considerable amount of variability, particularly in the case of the scales connected with scientific and technical creativity: the SQ is a relevant predictor of the K-DOCS Mechanical/Science scale and the CAQ Invention and Scientific Discovery scale. By contrast, the EQ represents a significant predictor of Self/Everyday creativity.

ABSTRACTDomain‐specificity is a topic of debate within the field of creativity. To shed light on this issue, we conducted a meta‐analysis of cross‐domain correlations based on the Kaufman Domains of Creativity Scale (K‐DOCS). To evaluate the model fit of one general factor versus two factors that encompass the primary K‐DOCS subscales (Scholarly, Everyday, Artistic, Scientific, and Performance), we employed the one‐stage meta‐analytic structural equation modeling (OSMASEM) approach. Poor fit of these models would provide evidence of domain‐specificity, as the proposed models would not outperform the independence model. Our analysis included 45 correlation matrices from 30 studies, with a total sample size of 31,136 participants. The results provided support for a general domain of creativity, as well as a two‐factor solution consisting of Arts and Sciences factors. Among the subscales, the highest correlation was found between the Artistic and Performance domains (r = .478), while the smallest correlation was observed between the Everyday and Scientific domains (r = .178). Furthermore, moderator analyses incorporating age and gender revealed that the Scientific and Everyday subscales exhibited a stronger factor load in older participants compared to younger participants. Implications are discussed for research and practice.

If one takes a domain-specific approach to studying creativity, 1 key question is to determine the most important domains to measure. One approach is to look at common perceptions of creativity. Building on past studies that used self-report questionnaires, this study presents a new instrument, the Kaufman Domains of Creativity Scale. A factor analysis of 2,318 college student responses led to 50 items and 5 broad domains: Self/Everyday, Scholarly, Performance (encompassing writing and music), Mechanical/ Scientific, and Artistic. Coefficient alphas and coefficients of congruence were generally strong. Correlations between the 5 creativity domains and the Big Five personality factors were consistent with past research, lending evidence of convergent validity.

Creativity is believed to be the power of change and civilization. Measurement of creativity is still an interesting topic to date. Reading the results of the study results from Kaufman (2012) and Tan, Tan, & May (2016) became interested in trying to do the same study in Indonesia. This study will translate Kaufman Domains of Creativity Scale (K-DOCS) into Indonesian and adapt items in the Indonesian context. Different from previous studies this study will use Rasch Model analysis. Rasch Model analysis was selected to obtain further information to answer the psychometric issue of K-DOCS. Participants involved 70 students. The results of the analysis show that 54 of 24 selected instrument items are valid. It is concluded that all valid items that have been rearranged can be used to identify creativity or creative potential in students.