Abstract
We examined the divergent validity and utility of the Test for Creative Thinking–Drawing Production (TCT-DP) in an identification protocol for high-ability students that included measures of intelligence, school motivation, inquisitiveness, creativity, and academic achievement. Data were collected from seventh-grade students across 6 years ( n = 710). Small significant correlations between the different measures indicated that the TCT-DP did measure a construct separate from intelligence, school motivation, inquisitiveness, and academic achievement. Furthermore, creativity did not significantly affect academic achievement when controlling for intelligence, school motivation, and inquisitiveness. We did not find support for threshold theory. Finally, we concluded that the TCT-DP provides useful additional information on creativity for high-ability identification in which measures of intelligence, school motivation, and inquisitiveness are already included. Thus, this study’s findings provide evidence for the utility and divergent validity of the TCT-DP when used with a Dutch population.
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