Measuring and Predicting Divergent Thinking With a Self-Report Questionnaire, Teacher Rating Scale, and Self-Regulated Learning Microanalysis
| Autor: | Lisa DaVia Rubenstein, Lisa M. Ridgley, Kristie L. Speirs Neumeister, David Longhurst, Maria E. Hernández Finch, Gregory L. Callan |
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| Rok vydání: | 2021 |
| Předmět: |
Teacher rating
Scale (ratio) media_common.quotation_subject 05 social sciences 050301 education Metacognition 050109 social psychology Self report questionnaire Creativity Education Clinical Psychology Mathematics education 0501 psychology and cognitive sciences Psychology Self-regulated learning 0503 education Divergent thinking General Psychology media_common |
| Zdroj: | Journal of Psychoeducational Assessment. 39:549-562 |
| ISSN: | 1557-5144 0734-2829 |
| DOI: | 10.1177/07342829211005288 |
| Popis: | This study examined the relationships among three measurement methodologies that are used to assess characteristics and processes associated with creativity (i.e., a self-report questionnaire, teacher ratings, and a structured interview). In addition, we examined the predictive contributions of these three measurement methodologies for a divergent thinking test (Torrance Test of Creative Thinking-Figural; TTCT-F). Participants were 89 adolescents in the Midwestern United States. Results revealed that the self-report questionnaire and structured interview measure of self-efficacy correlated significantly (r = .34), but no other significant relationships among measurement methodologies were observed. Neither the self-report ratings nor teacher ratings significantly predicted performance on the TTCT-F, but the structured interview measures did. |
| Databáze: | OpenAIRE |
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