Self-assessments of creativity: Not ideal, but better than you think.

Kaufman, James C.

doi:10.1037/aca0000217

Cited by 97 publications

(83 citation statements)

References 65 publications

(70 reference statements)

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“…Furthermore, it has to be kept in mind that the RIBS is a self-report scale, which may go along with some shortcomings. For example, self-estimated creativity can be biased through social desirability (i.e., individuals may exaggerate their actual creative abilities to look better; Kaufman 2019 ) or the unawareness of one’s own creative potential (e.g., Kaufman and Beghetto 2013 ).…”

Section: Discussionmentioning

confidence: 99%

An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking

2021

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Up to now, support for the idea that a controlled component exists in creative thought has mainly been supported by correlational studies; to further shed light on this issue, we employed an experimental approach. We used four alternate uses tasks that differed in instruction type (“be fluent” vs. “be creative”) and concurrent secondary workload (load vs. no load). A total of 51 participants (39 female) went through all tasks and generated ideas for a total of 16 different objects; their responses were scored in terms of fluency (number of responses generated), creative quality, and flexibility. We did find, as expected, that the be-creative instruction resulted in fewer and more creative ideas, as well as more flexible idea sets, but neither of the expected interaction effects became significant. Specifically, fluency was not affected more strongly by secondary workload in the be-fluent instruction condition than in the be-creative instruction condition. Further, the performance drop evoked by the secondary workload was not stronger in the be-creative instruction condition compared to the be-fluent instruction condition when creative quality or flexibility were examined as dependent variable. Altogether, our results do not confirm that be-creative instructions involve more cognitive load than be-fluent instructions. Nevertheless, the analysis of the serial order effect and additional correlational examinations revealed some promising results. Methodological limitations which may have influenced the results are discussed in light of the inherent suspense between internal and external validity (i.e., most likely the applied self-paced dual-task approach increased external validity, but undermined internal validity) and potentially guide future research.

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Section: Discussionmentioning

confidence: 99%

An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking

2021

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“…In addition, of course, students may have wildly inaccurate views of their own creativity (Kaufman & Beghetto, 2013) or a poor understanding of the construct of creativity itself (Baas, Koch, Nijstad & De Dreu, 2015). Further, unlike many other self-report instruments (see Kaufman, 2019), the K-DOCS does not ask for frequency of participation in these creative activities or attempt to provide an objective framework for responses. Some participants may report higher scores because of self-driven or narcissistic reasons (Goncalo, Flynn & Kim, 2010); others may be responding based on social desirability.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…It helps assess people's accuracy in their opinions about their creativity. But it is not specifically designed to replace an objective measure (Kaufman, 2019).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

The Kaufman Domains of Creativity Scale: Turkish Validation and Relationship to Academic Major

Kandemir

Kaufman

2019

Journal of Creative Behavior

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One common self-assessment of creativity is the Kaufman Domains of Creativity Scale (K-DOCS). This article provides support for a Turkish translation of the instrument, offering exploratory and confirmatory factor analysis to determine whether the factors were consistent across cultures. The participants consisted of two groups. The first group consisted of 1,260 undergraduate students (912 females, 348 males) at a public university in Turkey and was utilized for the principal axis factoring analysis. Horn's parallel analysis, a robust statistical technique, was employed to determine the number of factors to be extracted from a scale. The second group consisted of 1,215 participants (885 females and 330 males) who were utilized for confirmatory factor analysis. Results supported a nine-factor solution as a better fit for this sample than the fivesolution originally used by Kaufman. Of the original five factors, four factors were divided into two sub-factors, which were distinct although moderately correlated. Finally, we determined the relationship between K-DOCS factors and college major. We also found good evidence for the construct, discriminant, and convergent validity of the scale. Relationships between K-DOCS factors and college major were largely consistent with predictions, providing additional evidence for the construct validity of the scale.

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“…It was close-ended and did not have any open-ended questions and there was no room for comments from the participants, no other methods were used to collect data other the questionnaire. While self-reporting measures of creativity are often the most convenient for researchers to use, they are limited to describing the self-perception an individual has towards how creative they are; therefore, these measures are best used when a study assesses how individuals feel about how creative they are or about how a determinant influences how creative they feel about themselves Kaufman [17].…”

Section: Discussionmentioning

confidence: 99%

Creativity in Relation to Academic and Clinical Performance of Dentistry Students

Chifamba

Wijaya

2020

AJESS

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Aims: This study sought to identify the level of creativity of dentistry students, to determine if there is a relationship between creativity and academic performance of dentistry students, and to determine if there is a relationship between creativity and clinical performance of dentistry students. Study Design: Descriptive-Correlation Cross-sectional Study. Place and Duration of Study: Adventist University of the Philippines College of Dentistry, between May 2015 and April 2016. Methodology: Questionnaires were used to measure the level of creativity of Dentistry students from the Adventist University of the Philippines then correlations were done with academic and clinical performance. Participation was voluntary and we included 50 of the 63 students enrolled int the clinical phase of the dentistry program. Results: There was no significant relationship found at the 0.05 level (2-tailed) between both Big C and small C creativity and academic performance of all clinicians with pearson correlation coefficients of -0.053 and -0.003 respectively. There was no significant relationship found at the 0.05 level (2-tailed) between the Big C and the small C creativity and clinical performance of all clinicians, with Pearson correlation coefficients of -0.192 and -0.042 respectively. Conclusion: The findings reveal that the creativity of dentistry students is below average. They also suggest that both Big C and small C creativity are not significantly relatedto academic or clinical success in dental school. The researchers recommend further study with modified methodology.

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Self-assessments of creativity: Not ideal, but better than you think.

Cited by 97 publications

References 65 publications

An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking

An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking

The Kaufman Domains of Creativity Scale: Turkish Validation and Relationship to Academic Major

Creativity in Relation to Academic and Clinical Performance of Dentistry Students

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