在基础教育学生的创造性倾向尺度的心理测试属性测试
Weeraphol Saengpanya1, Ratchaneekorn Upasen2, Somkiat Kaewkohsaba3
1Division of Educational Psychology, Faculty of Education; Thinking, Disposition, and Mental Health-Research Unit (TDMH-RU), Chulalongkorn University, Phayathai road, Pramingkwaun Building, Floor 7, Bangkok 10330, Thailand.
Acta psychologica
|August 14, 2025
概括
这项研究验证了基础教育学生的创造性倾向量表 (CDS),证实了其可靠性和适用于测量创造性特征的适用性. 现在,CDS已经成为在教育环境中评估学生创造力的可靠工具.
科学领域:
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
- 创造力研究 创意研究
背景情况:
- 创造性倾向,包括情感和动机特征,对于创新至关重要,但缺乏基础教育的验证测量工具.
- 现有的工具并不适合小学和中学学生,这阻碍了对这一群体的创造力评估.
研究的目的:
- 验证创意处置量表 (CDS),用于基础教育中小学和中学学生的使用.
- 确定CDS的心理测量属性,包括内容有效性,可靠性,项目区分以及构造,收和区分有效性.
主要方法:
- 验证涉及泰国640名基础教育学生 (1-12年级) 的多阶段抽样.
- 心理测量分析包括内容有效性,可靠性,项目区分以及确认因素分析,以评估构造,收和区分有效性.
- 一个50名学生的初始组被用于初步可靠性和项目歧视测试.
主要成果:
- 完成的18项CDS,涵盖8个组件,证明了强大的模型匹配 (CFI=0.99,TLI=0.99,SRMR=0.03,RMSEA=0.02) 与高因子负载 (0.67-0.92).
- 该尺度表现出高的内部一致性 (克朗巴赫α=0.88) 和可接受的项目歧视 (项目负载=0.45-0.72).
- 这些结果证实了CDS作为评估创造力倾向的心理测量工具.
结论:
- 验证的创造力倾向量表 (CDS) 是衡量基础教育学生创造力倾向的一个可靠和有效的工具.
- CDS具有跨文化适应的潜力,支持在多样化的全球教育环境中促进创造力.
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