Creative Personality Scale Research Articles

Большая пятерка личностных черт как модератор взаимосвязи между языковой тревожностью и креативной личностью

<p>Foreign language anxiety has received significant attention since many learners experience psychological barriers when learning a language. At the same time, numerous teaching methods aim to create a more efficient approach to language learning. Current research seeks to determine the influence of creative personality and the Big Five Personality Traits (BFPT) on Foreign Language Classroom Anxiety (FLCA). The respondents (N=452) aged between 16 and 45 (M=23,41, SD=7,22) received the Creative Personality Scale by Renzulli, the Ten Item Personality Inventory by Gosling, Rentfrow and Swann, and the Foreign Language Classroom Anxiety Scale by Horwitz evaluating test anxiety, communication apprehension, and fear of negative evaluation. We hypothesize that creative personality predicts FLCA components and the BFPT moderates the relationship between creative personality and FLCA. We found that creative personality significantly predicted FLCA We also found that agreeableness has a moderating effect on the relationship between creative personality and communication apprehension and creative personality and test anxiety, respectively. Based on the findings, we suggested that teachers should pay more attention to the learners’ individual differences. First, it is essential to implement creativity-nurturing methods of teaching more consciously. Second, online or offline teaching methods could decrease communication apprehension depending on the learners’ agreeableness.</p>

Psychometric Properties of Creative Personality Scale Among Secondary School Students

Understanding the creative personality of students has significant implications for their future success and well-being. The purpose of this study was to describe the development of the Creative Personality Scale in secondary school students. Data were collected from 275 students in junior and senior high schools. The research process was carried out in five stages in order to obtain a measure of creative personality that meets the requirements of validity and reliability. The data were analyzed through content validity and construct validity tests. The results of the validity test of the creative personality scale showed two important findings. First, the results of the content validity test found 24 valid items with an alpha Cronbach value of .898. Secondly, the results of the construct validity test showed that not all the modeling criteria could be met. The implications of the findings are that the development of the Creative Personality Scale can make a significant contribution to the field of creativity research and provide a valuable tool for researchers, educators ,and practitioners to better understand and promote creativity in secondary school students. Pemahaman terhadap kepribadian kreatif pada siswa memiliki implikasi yang signifikan terhadap kesuksesan dan kesejahteraan mereka di masa depan. Tujuan dari penelitian ini adalah untuk mendeskripsikan pengembangan Skala Kepribadian Kreatif pada siswa sekolah menengah. Pengujian data dilakukan pada 275 siswa di sekolah menengah pertama dan menengah atas. Proses penelitian dilakukan melalui lima tahapan untuk mendapatkan alat ukur kepribadian kreatif yang memenuhi syarat validitas dan reliabilitas. Data dianalisis melalui pengujian validitas isi dan validitas konstruk. Hasil uji validitas skala kepribadian kreatif menunjukkan adanya dua temuan penting. Pertama, hasil pengujian validitas isi menemukan adanya 24 item valid, dengan nilai Alpha Cronbach .898. Kedua, hasil pengujian validitas konstruk menemukan tidak semua kriteria pemodelan dapat terpenuhi. Implikasi temuan menyatakan bahwa pengembangan skala kepribadian kreatif dapat memberikan kontribusi yang signifikan terhadap bidang penelitian kreativitas dan menyediakan alat yang berharga bagi para peneliti, pendidik, dan praktisi untuk lebih memahami dan menumbuhkan kreativitas pada siswa di sekolah menengah.

문항반응이론을 적용한 KCYPS 창의적 성격 문항의 타당화 연구

This study aimed to examine whether the creative personality items of KCYPS 2018, adapted from Gough & Heilbrun’s (1983) Creative Personality Scale (CPS) reliably and validly measure the creative personality of middle school students. Applying item response theory to the creative personality items, it was found that five items, namely ‘snobbish, unconventional, individualistic, informal, reflective,’ demonstrated very high difficulty, while six items such as ‘unconventional, humorous, individualistic, informal, interests wide, reflective’ showed very low item discrimination. In addition, the analysis of DIF(Differential item function) of gender revealed that the item ‘sexy’ was more favorable for female students, while four items ‘capable, clever, insightful, inventive’ were more advantageous for male students. This indicated that, even with the same level of creative personality, it can be measured differently depending on gender. This study holds significance in rigorously validating the KCYPS 2018 creative personality items through item response theory. We finally highlighted the need for comprehensive development of creative personality scales considering factors such as age, sub-components of creativity, and response patterns.

Perception of classical music: development of creativity and musical experience in middle music schools (La percepción de la música clásica: desarrollo de la creatividad y de la experiencia musical en los centros de secundaria de educación musical)

ABSTRACT The study aims to investigate the impact of a specially designed intervention programme on middle school students’ creative thinking and musical experience. The study was conducted among 120 students (SD = 13.4) at middle music schools in the PRC. The instruments included the Creative Personality Scale (CPS) and the Scale of Musical Experience (SME). On the CPS post-test, the control group demonstrated the same creativity, suggesting the impossibility of independent development of creative abilities within an educational institution. The influence group demonstrated increased medium creativity (10.0%) and strong creativity (11.1%). SME post-test in the control group suggests that poor musical experience fell by 11.4%, medium experience increased by 6.4% and strong musical experience increased by 5.0%. The influence secured the dominance of the medium musical experience, with poor musical experience reduced by 22.3% and strong experience increased by 15.7%. The present findings can enhance scientific knowledge about classical music practices and their adoption within educational institutions. The practical significance of the study lies in the fact that creativity-oriented practices can be integrated into music schools.

Creativity in Higher Education: The Effect of Personality on Students’ Creative Thinking Skills

Creative thinking is an essential skill to be developed in college students. The importance of these skills is not in line with the existing student creativity in higher education. Several studies on students show low levels of these skills. A creative personality is a factor that influences these skills. This study aims to test the influence of creative personality on creative thinking skills. The research uses a quantitative approach with associative design. The research subjects were 90 (ninety) students who were randomly selected by considering the proportion of three state universities in East Java. Data were obtained by measuring creative personality and creative thinking skills through the creative personality scale and creative thinking test. The data were analyzed through regression analysis techniques. Testing is performed simultaneously and partially. The results show that a creative personality affects creative thinking skills. Perseverance is the most dominant factor in influencing students' creative thinking skills. The results of this study imply that the development of students’ creative thinking should be in line with the development of their creative personality.

Relationships among creativity indices: Creative potential, production, achievement, and beliefs about own creative personality.

Although creativity has been measured in various ways (ideas, products, achievements, and personality), the relationships between these measurements remain unclear. The current study examines whether divergent thinking predicts creative behavior (i.e., creative production and achievement) and whether beliefs about own creative personality influences the link between divergent thinking and creative behavior. Eighty-eight undergraduate students were assessed via a divergent thinking test, a creative production test, and a creative achievement questionnaire. The results showed that divergent thinking was positively associated with both creative behaviors (i.e., creative production in fine arts and achievement). In addition, beliefs about own creative personality moderated the relationship between divergent thinking and creative achievements, in that this relationship was stronger when Creative Personality Scale scores were higher. The current findings suggest some associations among creativity indices: divergent thinking promotes creative achievements, and this relation is moderated by beliefs about own creative personality. Further investigation is required to specify the causal relationships among creativity indices.

Exploring the interplay between fluid intelligence and creativity: the mediating role of the field-dependent-independent cognitive style

The current study examined the effect of fluid intelligence (Gf) on both creative potential and real-world visual creative production, taking into account the role of field-dependent-independent cognitive style (FDI). We hypothesised two models in which FDI mediated the interplay between Gf and creativity in terms of creative potential (Model A) and real-world visual creative production (Model B). Furthermore, we advanced two models (Model C and Model D), in which FDI was a moderator. In this study, one-hundred Italian young adults performed the Kaufmann Brief Intelligence Test-2, the Embedded Figure Test, three tasks measuring creative potential (Alternative Uses Task, Remote Associate Test, and Creative Personality Scale), and a real-world visual creative production task (Visual Creative Synthesis Task). Results revealed only the mediating role of FDI in both Gf-creative potential and Gf-real-world visual creative production links, supporting the notion that the individual predisposition toward field independence plays a key role in the interplay between Gf and creativity.

Práticas Criativas em Sala de Aula e a Criatividade dos Docentes: Estudo Exploratório no Ensino Básico

Criatividade tem sido requerida para as práticas dos professores em sala de aula, mas esta associação necessita de maior avaliação. Também os conceitos de pessoa e de docente criativos são distintos, mas tal distinção é mais explorada teórica do que empiricamente. Este estudo, ainda exploratório, analisa a relação entre autoavaliação de criatividade feita por docentes e práticas criativas em sala de aula por eles percecionadas. Para avaliar as práticas, usou-se o Inventário de Práticas Docentes para a Criatividade em Educação Superior (Morais et al., 2014). Para avaliar a criatividade dos docentes usou-se a Escala de Personalidade Criativa (Garcês et al., 2015). Participaram 111 docentes dos 2º e 3º ciclos do Ensino Básico de Portugal. Maioritariamente eram mulheres, tinham entre 31 e 61 anos e com experiência docente entre 4 e 37 anos. Os resultados mostraram correlações estatisticamente significativas entre dimensões do Inventário de Práticas Docentes Criativas e a Escala unifatorial da Personalidade Criativa. Uma análise da variância multivariada demonstrou diferenças estatisticamente significativas nas práticas docentes em função da criatividade dos docentes, havendo oscilações nestas práticas em grupos discrepantes (docentes mais e menos criativos). Os dados poderão ser úteis para a investigação e formação de professores, nomeadamente para reflexões e práticas.

Покращення когнітивного та творчого мислення через використання інноваційних педагогічних технологій у процесі професійної підготовки

This study reveals the effect of a sustainable training program, based on the technology-mediated learning environment , cognitive load, and self-efficacy has on cognitive and creative thinking styles through increasing learning motivation. The experimental model was based on five hypotheses which were as follows: (1) technology-mediated learning environment will positively affect cognitive and creative thinking styles; (2) technology-mediated learning environment will positively affect students’ learning motivation; (3) the cognitive and creativity purpose load will contribute to students’ learning motivation; (4) self-efficacy will considerably affect learning motivation; (5) learning motivation will substantially affect fostering cognitive and creative thinking styles. Cognitive reflection test, creative personality scale, the questionnaires were used to collect data. SPSS and SmartPLS statistical analysis tools were used to process collected data. A descriptive statistical analysis was used to analyse general information from the first section of the questionnaire. The partial least square (PLS) was applied to process the second section of the questionnaire. A confirmatory factor analysis (CFA) was used to exercise a measurement model, and then a structural model was employed to investigate the path analysis of the potential factors. The results of this study found that the technology-mediated learning environment improved cognitive and creative thinking styles through increasing learning motivation. This study confirms that there is a positive relationship between learning motivation and the development of cognitive and creative thinking styles. However, the study proved the fact that when students are overloaded with cognitive tasks, they are not able to manage to be engaged in critical thinking or creativity purpose activity productively. The research result could provide design guidelines for organising cross-disciplinary and cross-institutional teaching-learning environments.

TOWARD CREATIVITY AND SPEAKING ABILITY OF EFL STUDENTS: A MIXED-METHOD STUDY

The present study employed a mixed-method approach to investigate creativity and speaking ability of EFL learners towards its relationship and other essential factors. Indonesian EFL students of the 5th semester taken the course of Academic Speaking in a private university (n=30) who were selected randomly responded Creative Personality Scale (CPS) and Self-Rating of Creativity. For the former, they described themselves by checking off 18 positively scored and 12 negatively scored items which were given a value of +1 and a value of -1, respectively. The latter was assessed by using eight items from the creativity scale. The 7-point Likert-type scales (1=strongly disagree, 7=strongly agree) were made to respond these items. Following this, the students' monologues based on five themes were scored using the IELTS Speaking Test Descriptor. The data were analyzed using Spearman rank-order correlation coefficient, pattern matching, and explanation building. The finding shows a significant correlation between EFL learners' creativity and their speaking ability (? = .961). The students also faced up to the cultural constraints in advancing their creativity. This study should, therefore, be of value to practitioners wishing to provide EFL students with appropriate materials that are addressed to enhance their speaking ability.

Factors affecting nursing students' creativity in Taiwan: Exploring the moderating role of creative personality

BackgroundThe relationships between a school's creative climate, students' creative personality, and students' creative thinking have not been explored in the context of nursing students in healthcare schools in Taiwan. DesignThis cross-sectional descriptive study examined how both school creative climate and creative personality interact with the creative thinking abilities of nursing students in Taiwan, and whether the students' personality moderates the relationship between the other two variables. MethodsSeventy-four nursing faculties provided subjective assessments of the environment of a healthcare school in Taiwan, as measures of school creative climate. Two hundred forty-five nursing students completed Verbal and Figural Torrance Tests of Creative Thinking (TTCT-V and TTCT-F, respectively) as measures of creative thinking; the Taiwanese Creative Personality Scale (TCPS) measured their creative personality. ResultsNursing students' total mean scores on the TTCT-V and TTCT-F were 24.41 and 44.50, respectively. The mean scores for subscales of fluency, flexibility and originality on the TTCT-V were 11.03, 7.12 and 6.26, respectively. The mean scores for subscales of fluency, flexibility, originality and elaboration on the TTCT-F were 18.78, 11.45, 12.73 and 1.54, respectively. Students' mean score on the TCPS was −0.11 (SD = 4.05), indicating an overall negative creative personality. Pearson's correlation analysis showed the sufficient resources component of school creative climate was positively correlated with the elaboration component of figural creative thinking. However, sufficient resources negatively correlated with the fluency and flexibility components of verbal creative thinking. The SPSS PROCESS macro showed that students' creative personality had a moderating effect on the relationship between the sufficient resources component of school creative climate and students' creativity as reflected by the verbal creative thinking components of fluency (b = −0.62, p < 0.01) and flexibility (b = −0.55, p < 0.01). ConclusionOur study fills a gap in the literature regarding the interactions between a school's creative environment and personality factors that foster students' creativity. Validated by empirical data, this study's proposed moderation model of creative personality can be used as a guide for influencing nursing students' creativity. Cultivating students' creative personality and developing sufficiently resourced school creative climates may be key to implementing successful creative education in health care schools.

The influence of cultural dimensions when implementing fun in the workplace approach as a driver of creativity

Creativity is essential for success in business, especially in the contemporary world where innovations are a cornerstone of competitive advantage. A large body of literature has examined many factors which influence creative abilities with the work environment being the factor of increasing importance. Creativity has been associated with the work environment through a number of theoretical frameworks and empirical studies. However, the relationship between the work environment and creativity in different cultures has not been explored sufficiently. This paper addresses this gap in the literature by linking the concept of a creativity-supporting work environment and culture. To that end, elements of the work environment (physical, socio-organisational, and fun in the workplace) and creative personality have been analysed on multinational samples. The results clearly point that the relationship exists between dimensions of the national culture (individualism, uncertainty avoidance, masculinity, and power distance) and specific elements of a creativity-supporting work environment. Practitioner summary: Companies experience high pressure for generating creative ideas. As a result, stimulating employees’ creativity has become a key strategic aim. This study, through cross-cultural primary research, provides clear managerial implications and practical advice for successful implementation and quality adoption of the creativity-supporting work environment worldwide.Abbreviations: A-FOs: activity-based flexible offices; AVG: average; CDQS: creativity development quick scan; CP: creative personality; CPS: creative personality scale; FWP: fun in the workplace; HF/E: human factors and ergonomics; IDV: individualism; MAS: masculinity; MBA: Master of Business Administration; PDI: power distance; PWE: physical work environment; SWE: socio-organisational work environment; UAI: uncertainty avoidance; USA: United States of America; WE: work environment

Evidence of the Psychometric Integrity of the Creative Personality Scale using Item Response Theory Models

Gough’s Creative Personality Scale (CPS) has been very widely used to assess creative personality characteristics, and many researchers have argued that it is associated with strong reliability and validity evidence. However, findings vary considerably across the samples used in each study, suggesting that an analysis using the item response theory framework would provide more useful evidence of the instrument’s psychometric integrity. Results suggest that the CPS is multidimensional, and some items have low discrimination indices. Additionally, significant correlations between participants’ trait estimates (i.e., estimated creative personality) and their engagement in a range of creative activities indicate that the CPS is associated with convincing evidence of criterion-related validity.

Personality and Creativity: A Study in Spanish-Speaking Children.

This work aimed at studying the relationship between personality from the Big Five Personality model and creativity through different techniques (i.e., a paper and pencil task, and scales) and informants (i.e., the child and parents). We evaluated a sample of 359 Spanish-speaking school children of both genders, aged 9 to 13 years. Personality was assessed with the Argentine Questionnaire of children's Personality (CAPI). Creativity was evaluated using the following instruments: The Torrance Test of Creative Thinking-Figural Form B; and the Creative Personality Scale (EPC). Pearson correlations and multiple linear regressions consistently showed that Neuroticism related negatively to creativity while competence has a positive relation. The results suggested that more creative children presented less vulnerability, irritability and psychological distress, eventually becoming more independent, competent and emotionally self-regulated in coping with environmental demands.

A validation study of the Torrance Tests of Creative Thinking with a sample of Korean elementary school students

This study aimed to examine the convergent/discriminant and construct validity of the Torrance Tests of Creative Thinking (TTCT)–Figural Form, which is one of the most widely used tests for measuring creativity nowadays. A total of 204 Korean elementary school students participated in the study. It first examined the convergent validity among the Figural TTCT–Form A, the Test of Creative Problem Solving in Science (TCPSS), and the Creative Personality Scale (CPS), using correlational and factor analytic techniques. Science-related attitude tests were included to examine the discriminant validity of the TTCT. The findings of the correlational analysis showed that correlations varied depending on the subscale of the TTCT. Originality and fluency, which are the core elements of divergent thinking, had no significant or even negative correlations with subscale scores from the TCPSS and CPS, implying that these creativity tests measure different constructs. A principal components analysis of the subscale scores of these measures resulted in five factors (creative personality, science attitude, creative problem solving, and two different cognitive functions from the TTCT), indicating that the constructs these tests attempted to measure were distinct from each other. In addition, the TTCT has been shown to represent two different cognitive functions: innovative creativity (indicated by originality and fluency) and adaptive creativity (related to abstractness of titles, elaboration, and resistance to premature closure). Lastly, the results of the principal components analysis and confirmatory factor analysis (CFA) using the 11 subtask scores from the Figural TTCT showed that both cognitive and task factors explained the variance in scores. This finding indicates that the TTCT scores do not represent the theoretical structure the test developers originally intended and implies the need to reconsider the nature of the TTCT and its usability for measurement and educational purposes.

Conceptualizing Creativity: General and Cultural Biases in Gough's Creative Personality Scale

AbstractThis study analyzes the validity of Gough's Creative Personality Scale (CPS) for the Adjective Check List (ACL) by using 1773 Swiss, South Korean, and Mainland Chinese students as a sample. Four sources of potential bias were identified in Gough's CPS, two of which are general and two cultural in nature. The two general biases were investigated by conducting correlation analyses and evaluating alternative scoring methods for the CPS. As a result of the first bias, checking a large number of adjectives was found to be more important for achieving a high score than checking the relevant ones. Due to the second bias, the CPS score mostly depends on the number of positive adjectives checked while negative items have little impact. The two cultural biases were analyzed using an implicit version of the CPS (iCPS) and factor analysis. The latter revealed three different clusters of creativity type: exploratory‐type, socially responsible‐type, and intellectual‐type creativity. Based on cultural background, they are all weighted differently, causing a potential experiential bias in the CPS. Findings indicate that in South Korea and Mainland China socially responsible‐type creativity dominates whereas in Switzerland exploratory‐type creativity prevails. Findings from the iCPS suggest the second cultural bias, the socially desirable responding bias arising from differences in responding styles among the three cultures.

유치원 교사의 교수몰입에 미치는 유치원의 조직문화, 원장의 변혁적 리더십 및 교사의 창의적 인성의 영향

The purpose of this study was to investigate the relationship among kindergartens’ organizational culture, directors’ transformational leadership, teachers’ creative personality and teaching flow. The participants of this study were 289 kindergarten teachers in Busan. They completed the survey questionnaire composed of kindergartens’ organizational culture scale, directors’ transformational leadership scale, teachers’ creative personality scale and teaching flow scale. The collected data were analyzed by descriptive statistics, Cronbach’s alpha, Pearson’s correlation, and multiple regression. The results were as follows: First, there were significant relations among kindergartens’ organizational culture, directors’ transformational leadership, teachers’ creative personality and teaching flow. Second, kindergartens’ organizational culture, directors’ transformational leadership and teachers’ creative personality affected teaching flow of kindergarten teachers. From the findings, it can be suggested that kindergartens’ organizational culture, directors’ transformational leadership and teachers’ creative personality are critical variables to improve teaching flow of kindergarten teachers.

Estilos parentales y creatividad en niños escolarizados

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Artistic activities and creativity in argentinian school-age children

This work intended to assess whether performing artistic activities influence Creativity. To this end, 301 children aged 8-14 years were assessed. Creativity was studied from a multicomponent assessment, by means of diverse techniques (i.e., sociograms, tests and scales) and different informants (i.e., peers, parents and the child himself/herself). The results consistently indicated that children who perform artistic activities obtained higher scores in Creativity assessed by: the creation of drawings (figural test of the Torrance Tests of Creative Thinking), parental assessment and the child’s creative personality self-assessment (Creative personality scale hetero and auto-evaluation version, Garaigordobil, 2004) and peer assessment (Garaigordobil’s Sociogram “Creative peer”, 2004).

DISEÑO DE UNA ESCALA PARA LA EVALUACIÓN DEL COMPORTAMIENTO CREATIVO EN DIFERENTES DOMINIOS

Este estudio se centró en diseñar y analizar –preliminarmente- las propiedades psicométricas de una escala de evaluación de la creatividad en diferentes áreas: literatura; música; expresión corporal (danza/teatro); diseño/artesanías; artes plásticas; empresas/negocios; arquitectura/construcción, ciencia/tecnología; y creatividad cotidiana. Los análisis factoriales exploratorios (n = 258) generaron 4 factores: F1 Artes y diseño; F2 Literatura y música; F3 Expresión corporal y F4 Empresas y negocios. Los resultados indican una buena consistencia interna de la ECC y de cada subescalas y proveen evidencias sobre validez convergente con constructos teóricos como, personalidad creativa, autoeficacia creativa y autoeficacia general. Dichos resultados indican que, tanto la ECC como sus subescalas muestran correlación baja, aunque estadísticamente significativa, con Escala de Personalidad Creativa (Gough, 1979), Escala de Autoeficacia Creativa (Yi, Scheithauer, Lin &amp; Schwarzer, 2008) y Escala de Autoeficacia General (Jerusalem &amp; Schwarzer, 1992). Se aportan evidencias de validez criterial, por grupos contrastados, observándose diferencias estadísticamente significativas en puntuaciones promedios del total de la ECC y en subescalas de Artes/ diseño, Literatura/música y Expresión corporal, entre participantes que desarrollaron alguna actividad artística versus aquellos que no. Se informan diferencias según sexo, edad y nivel educativo para totales de la ECC y cada subescala.