Creativity is a multidimensional construct. Several different approaches have been developed to measure creativity, including psychometric scales. The Runco Ideational Behavior Scale (RIBS) is one such measure of creative ideation. The primary purpose of this paper was to assess the 23 items of the RIBS in the context of the Thai language and examine scale reliability and validity. Participants, consisting of 508 undergraduate students selected from five Thai public universities, were selected through a convenience sampling approach involving both exploratory and confirmatory factor analysis. Results suggested that the Thai version of the RIBS presented a valid measure to a certain extent. Factor analysis of the empirical data indicated a two-dimensional structure. Confirmatory factor analysis (CFA) results confirmed that the two-factor construct demonstrated a better fit with improved psychometric characteristics. Six items were eliminated from the Thai RIBS version inventory: five items during explanatory factor analysis (EFA) and one during the CFA process. Results will contribute to ascertaining that the Thai version of the RIBS instrument can be used as a self-assessment tool for measuring students’ creative ideation. Implications and limitations of this research are discussed with suggestions for future studies.
Creative thinking was listed among the skills that are required for upcoming graduating students' entry-level careers which become more important to global industries. Due to the importance of this concept, the need to investigate undergraduate students' creative thinking has been rising. This article presents an overview of influential factors on undergraduate students' creative thinking. The influential factors were reviewed in two main aspects-contextual and individual levels. Researchers have investigated the relationship between educational setting and parental factors affecting creative thinking in the contextual aspect, while in the individual level aspect, researcher has investigated the relationship between intelligence and personality affecting creative thinking. Based on various recent studies and related theories, key factors that influence undergraduate students' creative thinking are outlined along with a proposed conceptual framework. In the future, establishing and testing the proposed conceptual framework in terms of defining the influential paths and key factors affecting creative thinking will be conducted.
This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean age=18.52 years). The respondents in our survey did not intend to major in computer sciences. Results show parental and peer support for using computers were positively associated with computer self-efficacy and value beliefs for both males and females. Gender typicality was positively associated with the level of computer self-efficacy for males and personal endorsement of gender-stereotypes was negatively associated with the level of computer self-efficacy for females. Students who responded Byes^to whether they would pursue employment in a job that may require them to work with computers reported significantly higher computer self-efficacy and value for using computers than students who responded Bno^or Bundecided^. Gender role socialization and expectancy-value theories are used to interpret group differences in computer self-efficacy and value beliefs.
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