The Creativity Styles Questionnaire--Revised

Kumar, V. K.; Kemmler, Debra; Holman, E. Riley

doi:10.1207/s15326934crj1001_6

Cited by 72 publications

(40 citation statements)

References 5 publications

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“…CSQ-R, described in [17] with 78 items). One possible approach to facilitate the understanding of complex intellectual constructs is to consider their opposite, or their associated "negative space"(see figure 2 …”

Section: Description Of the Proposed Solutionmentioning

confidence: 99%

A Fuzzy Logic Software Instrument and a New Scale for the Assessment of Creativity

Șușnea

Vasiliu

2016

INT J COMPUT COMMUN

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It is difficult to measure something we cannot clearly define. No wonder that, for the over 100 definitions of the creativity proposed in the literature, there are almost as many scales and assessment tools. Most of these instruments have been designed for research purposes, and are difficult to apply and score, especially in the educational environment. Not to mention that they are expensive. The research described in this paper is aimed to develop a free, fast, and easy to use software tool for the assessment of creativity in the educational context. To this purpose, we have designed a new scale with 20 items, based on a novel approach focusing on detecting the factors known to block the creativity, like stereotypical thinking, and social conformity. The user input is collected through a web based interface, and the actual interpretation of the results is automated by means of a fuzzy logic algorithm. The proposed solution is interesting because it can be easily integrated in almost any e-learning platform, or used as a stand-alone tool for tracing the evolution of the students involved in courses for the development of creative thinking skills, and also for possible other applications.

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Section: Description Of the Proposed Solutionmentioning

confidence: 99%

A Fuzzy Logic Software Instrument and a New Scale for the Assessment of Creativity

Șușnea

Vasiliu

2016

INT J COMPUT COMMUN

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“…Many creativity-related tests have been developed over the years, including personality tests that contain various sorts of creativeness scales (e.g., Costa & McCrae, 1980;Khatena & Torrance, 1976;Myers & McCaulley, 1985;Taylor & Fish, 1979), tests that measure the different styles with which people express creativity (e.g., Basadur, Wakabayashi, & Graen, 1990;Kirton, 1976;Kumar, Kemmler, & Holman, 1997), tests that measure divergent thinking, (e.g., Auzmendi, Villa, & Abedi, 1996;Guilford, 1968;Meeker & Meeker, 2000;Runco, 1994;Torrance, 1998), tests that measure how suitable various environments are for creative expression (e.g., Amabile & Gryskiewicz, 1989;Walberg & Anderson, 1968), tests that measure creative achievement (e.g., Ludwig, 1992;Richards, Kinney, Benet, & Merzel, 1988), and so on.…”

Section: Creativity Testsmentioning

confidence: 99%

Measuring and Training Creativity Competencies: Validation of a New Test

Epstein

Schmidt

Warfel

2008

Creativity Research Journal

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“…De igual manera, se incorporaron en la batería inicial variables de emprendimiento, exploración e innovación, usadas en el estudio Creative City Index (Landry & Hyams 2012), actitudes del individuo creativo, manifiestas por Sternberg (2006), actividades como creencias, técnicas, orientación final al producto, control ambiental y uso de los sentidos de escala de Kumar et al (1997) y componentes desde el modelo de Ambiele como destrezas adecuado, estilo cognitivo, conocimiento explícito e implícito para generar ideas novedosas, estilo de trabajo favorecedor (Garaigordobil & Pérez 2002). Relacionado con el concepto de la generación de ideas el pensamiento creativo ya sea pensamiento divergente, brainstorming, pensamiento sinéctico o analógico, pensamiento asociativo, pensamiento de bisociación, pensamiento lateral, pensamiento janosiano (Ang & Low 2000) y asociado a relaciones públicas según modelo de Green (2010) la información, incubación, integración e ilustración.…”

Section: Metodologíaunclassified

Validez de instrumento para medir el aprendizaje creativo

2016

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ResumenEl artículo presenta la validez y fiabilidad del instrumento CREA, cuyo objetivo es medir el aprendizaje creativo de estudiantes que cursan programas académicos de pregrado en el municipio de Cúcuta, Colombia. Sigue un diseño de estudio descriptivo de validación de escalas multidimensionales a través de análisis factorial, validez de constructo, y facial. La población estudio la constituyen 23564 estudiantes de programas de pregrado ofertados por universidades del municipio de San José de Cúcuta, constituida la muestra por 595 estudiantes con edades comprendidas entre 18 y 25 años. Se obtuvo una escala de 35ítems. El análisis factorial arrojó dimensiones de práctica pedagógica orientada al liderazgo, pensamiento creativo, satisfacción emocional, independencia, actitud creativa, productividad, competencias en liderazgo, motivación; la consistencia interna fue adecuada (alfa de Cronbach 0,72-0,95), coeficiente de correlación intraclase global de 0,967 (IC del 95 %, 0,933-0,984), promedio de diferencias en sumatoria deítems -1,3 (DS: 8,5) eíndices de Kappa superiores a 0,9, lo cual muestran un alto acuerdo entre expertos. Se concluye que CREA es un instrumento válido y confiable para el contexto Cúcuta, Colombia.Palabras clave: creatividad, capacidades, validez de pruebas, juventud, fiabilidad. Abstract1 Vergal, M., Martínez J., Nieto, J. (2016) Validez de instrumento para medir el aprendizaje creativo. Comunicaciones en Estadística, 9(2), 239-254.

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The Creativity Styles Questionnaire--Revised

Cited by 72 publications

References 5 publications

A Fuzzy Logic Software Instrument and a New Scale for the Assessment of Creativity

A Fuzzy Logic Software Instrument and a New Scale for the Assessment of Creativity

Measuring and Training Creativity Competencies: Validation of a New Test

Validez de instrumento para medir el aprendizaje creativo

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