Abstract
Applying the graded response model within the item response theory framework, the present study analyzes the psychometric properties of Karwowski’s creative self-efficacy (CSE) scale. With an ethnically diverse sample of US college students, the results suggested that the six items of the CSE scale were well fitted to a latent unidimensional structure. The scale also had adequate measurement precision or reliability, high levels of item discrimination, and an appropriate range of item difficulty. Gender-based differential item functioning analyses confirmed that there were no differences in the measurement results of the scale concerning gender. Additionally, openness to experience was found to be positively related to the CSE scale scores, providing some support for the scale’s convergent validity. Collectively, these results confirmed the psychometric soundness of the CSE scale for measuring CSE and also identified avenues for future research.
Highlights
Defined as “the belief one has the ability to produce creative outcomes” (Tierney and Farmer, 2002, p. 1138), creative self-efficacy (CSE; Tierney and Farmer, 2002, 2011; Beghetto, 2006; Karwowski and Barbot, 2016) has attracted increasing attention in the field of creativity research
Within the validity framework established by the Standards for Educational and Psychological Testing (American Educational Research Association, American Psychological Association, and National Council on Measurement in Education, 2014), here we report on a psychometric evaluation of the CSE scale in a sample of the US college students using item response theory (IRT) analyses
The unidimensional IRT analysis of the CSE scale was conducted in IRTPRO (Cai et al, 2011) using Samejima’s (1969, 1997) graded response model (GRM), a suitable IRT model for data with ordered polytomous response categories, such as Likertscale survey data (Steinberg and Thissen, 1995; Gray-Little et al, 1997)
Summary
Defined as “the belief one has the ability to produce creative outcomes” (Tierney and Farmer, 2002, p. 1138), creative self-efficacy (CSE; Tierney and Farmer, 2002, 2011; Beghetto, 2006; Karwowski and Barbot, 2016) has attracted increasing attention in the field of creativity research. 1138), creative self-efficacy (CSE; Tierney and Farmer, 2002, 2011; Beghetto, 2006; Karwowski and Barbot, 2016) has attracted increasing attention in the field of creativity research. There has been empirical evidence supporting the motivational importance of CSE and its capability of predicting crucial performance outcomes in both educational and workplace contexts (e.g., Schack, 1989; Tierney and Farmer, 2002, 2011; Choi, 2004; Beghetto, 2006; Gong et al, 2009; Karwowski, 2012, 2014; Karwowski et al, 2013; Puente-Díaz and Cavazos-Arroyo, 2017)
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