Kaufman Domains Of Creativity Scale Research Articles

A Reliability Generalization Meta‐Analysis of the Kaufman Domains of Creativity Scale

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.

Mediating Effect of Creativity on How Burnout Affects Social Media Use: An Examination on Physicians

Burnout is a state of emotional, physical, and mental exhaustion due to exposure to excessive and prolonged stress. It isn’t a medical condition. However, it negatively affects the creativity of employees. The individual with increasing burnout withdraws into his/her world by reducing his/her social ties with his/her environment. Those who are self-isolating might try to connect with the outside world by using social media more. This study primarily aims to examine the mediating effect of creativity on how burnout affects social media use among physicians through a correlational survey study design. Personal information form, Maslach Burnout Inventory, Kaufman Domains of Creativity Scale, and Social Media Disorder Scale were utilized as measures. A total of 529 physicians participated in the study. According to the results, there is a correlation between burnout and self/everyday creativity, as well as self/creativity and social media use. Moreover, there is a correlation between burnout and social media use. It was concluded in the study that creativity among physicians had a mediating effect on social media user. This study is meaningful in terms of seeing the effect of burnout on self/everyday creativity and social media usage. Directing physicians to programs that reduce/prevent burnout might positively affect their self/everyday creativity and social media usage.

Toward equitable creativity self-assessment: Measurement invariance and mean differences across ethnicity in the Kaufman Domains of Creativity Scale.

Toward equitable creativity self-assessment: Measurement invariance and mean differences across ethnicity in the Kaufman Domains of Creativity Scale.

Delving into the role of creativity on meaning in life: A multiple mediation model

How to enhance the sense of meaning in life is a topic deserving of extensive research. The impact of creativity on finding meaning in life, however, has not been thoroughly explored in empirical research. This paper studies the relationship between creativity and meaning in life, and the cognitive and emotional factors underlying this relationship. The participants of this study were 359 Chinese college students (38 males and 321 females; aged from 17 to 41 years) in learning English as a foreign language (EFL). Four instruments were utilized in the survey, namely, the Kaufman Domains of Creativity Scale (K-DOCS), the Positive Affect Scale, the General Self-Efficacy Scale (GSES), and the Meaning in Life Questionnaire (MLQ). The correlation analysis shows that creativity, positive affect, general self-efficacy, and meaning in life are all positively correlated. According to a bootstrap method to assess the significance of the indirect effect, general self-efficacy and positive affect play multiple mediating roles in the relationship between creativity and meaning in life via three mediating pathways: general self-efficacy alone, positive affect alone, and the effect of general self-efficacy on positive affect. The mediating effect accounts for nearly half (44.18%) of the total effect. This study examines the theoretical connection between creativity and meaning in life, and uncovers the psychological process that underlies this connection. On a practical level, these results indicate that stimulating Chinese college students to engage in creative activities in various fields can enhance their sense of meaning in life.

Development and validation of the Kaufman domains of creativity scale-Chinese short version (K-DOCS-CSV)

The Kaufman Domains of Creativity Scale (K-DOCS) is a relatively new and promising self-assessment of domain-specific creativity. Although previous studies have supported the psychometric properties of the K-DOCS in different populations, its overall length may constrain its utility in certain circumstances. The purpose of the present study was to develop a short version of the Chinese K-DOCS (K-DOCS-CSV) and evaluate its psychometric properties among the Chinese population. Based on both empirical and content-based considerations, a total of 16 items were selected to form the K-DOCS-CSV. Further analysis revealed that the K-DOCS-CSV had an adequate fit with the theoretical five-factor model and demonstrated good psychometric properties and measurement invariance across gender and age among the Chinese population. These findings together suggest that the K-DOCS-CSV may serve as a useful and valid alternative when practical constraints make the use of the full version either not feasible or recommended.

Supplemental Material for Toward Equitable Creativity Self-Assessment: Measurement Invariance and Mean Differences Across Ethnicity in the Kaufman Domains of Creativity Scale

Supplemental Material for Toward Equitable Creativity Self-Assessment: Measurement Invariance and Mean Differences Across Ethnicity in the Kaufman Domains of Creativity Scale

Leisure activities, creative actions and emotional creativity

The general objective of this study was to assess the relationships between leisure, emotional creativity, creative actions, and self-perceptions about creative performances. The sample included 542 participants aged between 18 and 84 years. The instruments used were: (a) Shortened Spanish version of the Emotional Creativity Inventory (ECI-S) for emotional creativity; (b) Creative Actions Scale (CAS) for creative actions; (c) Kaufman Domains of Creativity Scale (K-DOCS) for self-perceptions about creative performances; and (d) a questionnaire for the collection of sociodemographic and leisure data. The results indicated that the actions defined as daily creativity were performed by the individuals with greater frequency. Participants who performed leisure activities achieved higher scores in creative actions and self-perceptions about creative performance. Participants showed greater emotional creativity while performing actions that imply creativity in everyday and scholar settings. People who participate in a committed way in leisure activities have higher scores in ECI-S (Preparedness and Novelty). The analyses indicated differences in the variables analysed according to sex. The observed relationships constitute a relevant contribution of the study to the field of daily and emotional creativity, generating interesting lines for further studies.

Pre-Service Preschool Teachers’ Metacognitive Awareness and Creative Thinking Domains

The aim of this study is to identify the relationship between pre-service preschool teachers’ metacognitive awareness and creative thinking domains and the predictive level of metacognitive awareness on creative thinking domains. This study following creative domains were examined: scholarly, performance (art), everyday/self and artistic creativity. The study conducted on 374 pre-service preschool teachers, 314 female and 60 male, were reached out through purposive sampling method. Ages ranged from 18 to 36 (Mean= 19,27, SD=6.96). “Kaufman Domains of Creativity Scale” (K-DOCS) and “Metacognitive Awareness Inventory” were used as data collection tools. Descriptive statistic was performed. Correlation analysis was run to determine the relationship between metacognitive thinking and creativity and creative domains. And also regression analysis was performed to identify the predictive level of the metacognitive thinking on creative thinking domains. Findings show that significant relationship was found between metacognitive awareness and creative thinking domains sub-dimensions of the scale (scholarly, performance, everyday/self and artistic), Metacognitive awareness significantly predicted creative thinking domains. The predictive levels varied by creative domains. Metacognitive awareness predicts scholarly and everyday\self creativity at the highest rate. The findings obtained in the present study yielded similar results of studies on metacognitive thinking and creativity in the literature.

The Impact of a Laughter Prescription on Creativity, Well‐Being, Affect, and Academic Efficacy in University Students

AbstractOur study explored: (a) the feasibility of prescribing laughter to university students; (b) the efficacy of the prescription on creativity, well‐being, affect, and academic efficacy (AE); and (c) the practicality of the Applied Creativity Test (ACT) conceived for this study. A convenience sample of healthy students (n = 70) aged 18–28 (78% female; M = 21.6) was randomized to experimental or control conditions. Experimental participants (n = 29) were prescribed to laugh three times a day for a week with their Laughie (a 1‐minute recording, on their smartphone, of their laughter). The intervention was planned and evaluated using Feasibility, Reach‐out, Acceptability, Maintenance, Effectiveness, Implementation, Tailorability. Data measures included ACT, Wallach–Kogan Creativity Test, Kaufman Domains of Creativity Scale, WHO‐5 Well‐being Index (WHO‐5), and Pattern of Adaptive Learning Scales AE and avoiding novelty. A 1‐minute laughter prescription, used three times a day for 1 week, was feasible and effective in stimulating creativity, increasing well‐being and immediate affect, and benefitting AE.

Transferability of creative self-belief across domains:The differential effects of a creativity course for university students

The study identified the effects of creative learning experiences and the transferability of students’ creative self-beliefs across domains. A total of 764 first-year college students reported three items of creative personal identity and 50 items of self-rated creativity using the Kaufman Domains of Creativity Scale (K-DOCS) before and after taking a semester-long creativity course. Findings indicated significant changes in creative personal identity and five domains of self-rated creativity: Self/Everyday, Scholarly, Performance, Mechanical/Scientific, and Artistic. An interaction effect between the three student clusters (i.e., Wide, Focused, and Diffused groups) and the two-time points revealed various degrees and patterns in their changes. The study discussed the critical relationship between creative minds in general and mindfulness of creative behaviors in specific domains. In addition, the findings supported the need for both interdisciplinary and specific field-oriented creativity course curriculum development to nurture the creative minds of college students.

Relationship between Psychoticism and Creativity

Historically, creativity has been linked to mad geniuses. Different research studies explored the relationship between personality traits and creativity. Therefore, the aim of this study was to examine that whether there is a relationship between psychoticism and creativity. A cross sectional quantitative research design was employed to recruit online 200 university students from June 2020 to July 2020. Psychoticism sub scale of Eysenck Personality Questionnaire-revised short version (EPQRS) and Kaufman Domains of Creativity Scale (K-DOCS) were introduced to participants after obtaining an informed consent via Google Docx. Data were analyzed by using SPSS v.23. Descriptive statistics, Pearson correlation and independent sample t-test were the main statistical tools used in this study. There was found a non-significant negative correlation between psychoticism and creativity. The level of psychoticism and creativity was significantly different in married and non-married participants. Psychoticism is viewed as a risk factor for developing psychosis (especially bipolar disorder and schizophrenia), criminality and psychopathy on negative extreme and linked to creativity on the positive extreme. Therefore, it will be helpful to eliminate the stigmatization attached to psychoticism personality trait by focusing on its positive extreme both for individual and social entities.

Creativity in the Predominantly Inattentive and Combined Presentations of ADHD in Adults

Objective: ADHD and its associated inhibition deficits might promote creativity. However, results in the literature are conflicting, possibly due to the heterogeneity of ADHD. To control for this heterogeneity, creativity, and inhibition were investigated in the predominantly inattentive (ADHD-I) and combined (ADHD-C) presentations. Method: Participants were males/females aged 18 to 51, diagnosed with ADHD-I (n = 21), ADHD-C (n = 19), or without ADHD (n = 43). Self-rated Kaufman Domains of Creativity Scale and evaluator-rated figural Torrance Test of Creative Thinking (TTCT) were used for measuring creativity, Stroop task for inhibition, and Conners’ Adult ADHD Rating Scales for ADHD symptoms. Results: The ADHD-C group reported higher self-rated creativity than other groups and made more original drawings paired to more abstract titles in the figural TTCT than controls. Conclusion: ADHD-C participants were the most creative. This result was more importantly associated with higher degrees of ADHD symptoms rather than poorer inhibition.

Prospective Teachers’ Academic Success in Myanmar: Successful Intelligence and Personality Effects

ABSTRACT Studying successful intelligence and personality traits that influence academic achievement helps to realise the underlying abilities of students with high intelligence in teacher education programmes who have low academic achievement. Factors that do not influence academic achievement are probably important factors for life success. The purpose of this study is 1) to examine whether successful intelligence predicts grade point average (GPA), and 2) to discover whether personality moderates the relationship between successful intelligence and GPA. Undergraduate teacher education students (N = 328) were assessed using an analytical reasoning test (verbal and nonverbal), Kaufman Domains of Creativity Scale, Tacit Knowledge in Academia test, and Big Five Personality Inventory. Among components of successful intelligence, only analytical intelligence predicted GPA significantly. GPA had a negative correlation with creative intelligence and practical intelligence. Personality factors do not significantly moderate the relationship between intelligence and GPA. Teacher education exams do not encourage creative and practical intelligence. Students who are interested in social affairs have low academic achievement; however, they are likely to become successful due to their social ability.

Kaufman Domains of Creativity Scale: Relationship to Occupation and Measurement Invariance across Gender

ABSTRACT 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.

CREATIVITY AND ITS ASSOCIATION WITH MINDFULNESS, EMOTIONS REGULATION, AND PSYCHOLOGICAL WELL-BEING IN ADOLESCENTS

Purpose of the study: This study aims to investigate the relationship of creativity to mindfulness, emotion regulation, and psychological well-being among adolescents.
 Methodology: The cross-sectional and correlational study used purposive convenient sampling, and collected data from 600 adolescents aged 15 to 24. The data collection was conducted in colleges and universities using English as the medium of instruction. For this purpose, the scales used were the Kaufman Domains of Creativity scale (Kaufman, 2012), the Mindfulness Attention Awareness Scale (Brown & Ryan, 2003), the Emotion regulation questionnaire (Gross & John, 2003), and Ryff Psychological Wellbeing (Ryff et al., 2007). Data was analyzed using SPSS-26. 
 Main Findings: The study found that creativity is not related to any other variable. However, mindfulness is positively linked to emotion regulation and psychological well-being, and emotion regulation is positively linked to psychological well-being. There were significant gender differences in creativity and emotion regulation, with males scoring higher, but no significant gender differences in mindfulness and psychological well-being.
 Applications of the study: This study on adolescents' creativity and its relationship with mindfulness, emotion regulation, and psychological well-being has applications in education, mental health interventions, parenting, youth development, policy, and further research. It can inform interventions, programs, and policies aimed at fostering creativity, promoting well-being, and supporting adolescent development.
 Novelty/Originality of the study: This study investigates the relationship between creativity, mindfulness, emotional regulation, and psychological well-being in adolescents. It focuses on the inherent traits of mindfulness and explores the benefits of instant creativity, specifically divergent thinking. The study aims to understand how everyday creativity relates to mindfulness, emotional regulation, and well-being, with a focus on gender differences. The findings could contribute to promoting well-being and creativity in adolescents.

Norming the Muses: Establishing the Psychometric Properties of the Kaufman Domains of Creativity Scale

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.

Çocuk gelişimci ve farklı branşlardaki öğretmen adaylarının yaratıcılık algılarının farklı değişkenlere göre incelenmesi

This study aims to investigate how pre-service teachers from different majors and pre-service child development specialists understand their creativity perceptions and how these perceptions could differ based on a variety of variables. There were 316 participants selected by using the convenience sampling method. Data were collected by using a demographic questionnaire and the Kaufman Domains of Creativity Scale (K-DOCS). Mann-Whitney U and Kruskal Wallis, and Spearman correlation were used to analyze the data. The findings revealed significant relationships between creativity domains and gender, previously taken creativity course, major, teachers’ attitudes towards creativity, and strategy knowledge. However, there was no significant difference between creative domains and the most creative age teachers think, class standings, and teachers’ attitudes to negative behaviors. This study indicated the importance of the majors and their curriculum. It is crucial to take steps beforehand about including creativity to the curriculum to achieve skills needed in 21 st Century.

Translation and Validation of the Kaufman Domains of Creativity Scale on a Croatian Sample of Early Childhood and Preschool Education Students

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.

Is Engagement in Physical Activity and Creative Activity Mutually Exclusive? An Evaluation of General and Domain- Specific Relationships

The purpose of this study was to examine the relationship between physical activity and creative behaviors. A random sample of 612 college students, ages 18-35, enrolled at a large Southeastern university, were recruited via an anonymous email invitation. Creative behaviors were assessed via two self-report questionnaires, includingthe Kaufman Domains of Creativity Scale (K-DOCS) and the Biographical Inventory of Creative Behaviors (BICB). Self-reported physical activity habits were assessed with the Physical Activity Vital Sign (PAVS) questionnaire. One-week test–retest reliability was established on 10% of the participants.Of the multiple regression analyses that were conducted to examine the hypothesized relation-ship, between physical activity and creative activities, physical activity participation did not meaningfully influence domain-general or domain-specific creative activities. Additional selected independent variables, such as degree of exercise enjoyment and academic major were statistically significantly associated with self-reported creative activities. This study serves to identify more inclusive, yet parsimonious research hypotheses to further scientific knowledge in this under-investigated area.

Exploring the relationship between creativity and cyberloafing of prospective teachers

The purpose of this research study was to investigate the relationship between creativity and cyberloafing. To achieve this purpose, researchers used the explanatory purposed correlational research design of the quantitative method. Participants were 597 prospective teachers at a college of education at a public university in Turkey. A demographic information form, Kaufman Domains of Creativity Scale (K-DOCS), and Cyberloafing Scale were used to collect data. Preliminary analyses were conducted and Pearson-product moment correlation coefficients were calculated to analyze the data. Findings showed that there is a significant positive but small relationship between creativity and cyberloafing. Furthermore, significant positive but also small relationships were found between creativity scores and cyberloafing subscores, cyberloafing scores and creativity subscores, creativity subscores, and cyberloafing subscores. Only one significant positive but medium relationship was found between creativity subscale 2 (mechanical/scientific) and cyberloafing subscale 5 (gaming/gambling). Findings were discussed concerning the relevant literature and implications for further studies and for the field of teacher education were presented.