Measuring and Predicting Divergent Thinking With a Self-Report Questionnaire, Teacher Rating Scale, and Self-Regulated Learning Microanalysis
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 thes...
Gespeichert in:
| Veröffentlicht in: | Journal of psychoeducational assessment 2021-08, Vol.39 (5), p.549-562 |
|---|---|
| Hauptverfasser: | , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 562 |
|---|---|
| container_issue | 5 |
| container_start_page | 549 |
| container_title | Journal of psychoeducational assessment |
| container_volume | 39 |
| creator | Callan, Gregory L. DaVia Rubenstein, Lisa Ridgley, Lisa M. Speirs Neumeister, Kristie Hernandez Finch, Maria Longhurst, David |
| description | 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. |
| doi_str_mv | 10.1177/07342829211005288 |
| format | Article |
| fullrecord | <record><control><sourceid>eric_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1177_07342829211005288</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1299719</ericid><sage_id>10.1177_07342829211005288</sage_id><sourcerecordid>EJ1299719</sourcerecordid><originalsourceid>FETCH-LOGICAL-c306t-8da05ff0116e4aca739b31f1c680406258bc3507898631e531c92f68252dfcad3</originalsourceid><addsrcrecordid>eNp9UNtOwkAQ3RhNRPQDfDDZD7C4s-2220eDeAtEBYyPzbCdwmItZLeY8BH-s60QX0x8msycy-Qcxs5B9ACS5EokYSS1TCWAEEpqfcA6oFQSKIiiQ9Zp8aAlHLMT75dCRA1LdtjXiNBvnK3mHKucPzvKranb9cZ-kptTVfPpwlbv7enN1guOfEJlEYxpvXI1f9mQr-2qqtA6uuRTQrMgx8f44zExWDbX1nkvmm9KrCnnQ0JXtZSRNW6FFZZbb_0pOyqw9HS2n132ejuY9u-D4dPdQ_96GJhQxHWgcxSqKARATBEaTMJ0FkIBJtZNrlgqPTOhEolOdRwCqRBMKotYSyXzwmAedhnsfJvf3jsqsrWzH-i2GYis7TP702ejudhpyFnzyx88gkzTBNIG7-1wj3PKlquNa0L5fwy_ATosgAQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Measuring and Predicting Divergent Thinking With a Self-Report Questionnaire, Teacher Rating Scale, and Self-Regulated Learning Microanalysis</title><source>SAGE Complete A-Z List</source><creator>Callan, Gregory L. ; DaVia Rubenstein, Lisa ; Ridgley, Lisa M. ; Speirs Neumeister, Kristie ; Hernandez Finch, Maria ; Longhurst, David</creator><creatorcontrib>Callan, Gregory L. ; DaVia Rubenstein, Lisa ; Ridgley, Lisa M. ; Speirs Neumeister, Kristie ; Hernandez Finch, Maria ; Longhurst, David</creatorcontrib><description>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.</description><identifier>ISSN: 0734-2829</identifier><identifier>EISSN: 1557-5144</identifier><identifier>DOI: 10.1177/07342829211005288</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Adolescents ; Creative Thinking ; Creativity Tests ; Learning Strategies ; Measurement Techniques ; Predictive Validity ; Questionnaires ; Rating Scales ; Structured Interviews</subject><ispartof>Journal of psychoeducational assessment, 2021-08, Vol.39 (5), p.549-562</ispartof><rights>The Author(s) 2021</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c306t-8da05ff0116e4aca739b31f1c680406258bc3507898631e531c92f68252dfcad3</citedby><cites>FETCH-LOGICAL-c306t-8da05ff0116e4aca739b31f1c680406258bc3507898631e531c92f68252dfcad3</cites><orcidid>0000-0002-2662-4247</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/07342829211005288$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/07342829211005288$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21798,27901,27902,43597,43598</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1299719$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Callan, Gregory L.</creatorcontrib><creatorcontrib>DaVia Rubenstein, Lisa</creatorcontrib><creatorcontrib>Ridgley, Lisa M.</creatorcontrib><creatorcontrib>Speirs Neumeister, Kristie</creatorcontrib><creatorcontrib>Hernandez Finch, Maria</creatorcontrib><creatorcontrib>Longhurst, David</creatorcontrib><title>Measuring and Predicting Divergent Thinking With a Self-Report Questionnaire, Teacher Rating Scale, and Self-Regulated Learning Microanalysis</title><title>Journal of psychoeducational assessment</title><description>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.</description><subject>Adolescents</subject><subject>Creative Thinking</subject><subject>Creativity Tests</subject><subject>Learning Strategies</subject><subject>Measurement Techniques</subject><subject>Predictive Validity</subject><subject>Questionnaires</subject><subject>Rating Scales</subject><subject>Structured Interviews</subject><issn>0734-2829</issn><issn>1557-5144</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNp9UNtOwkAQ3RhNRPQDfDDZD7C4s-2220eDeAtEBYyPzbCdwmItZLeY8BH-s60QX0x8msycy-Qcxs5B9ACS5EokYSS1TCWAEEpqfcA6oFQSKIiiQ9Zp8aAlHLMT75dCRA1LdtjXiNBvnK3mHKucPzvKranb9cZ-kptTVfPpwlbv7enN1guOfEJlEYxpvXI1f9mQr-2qqtA6uuRTQrMgx8f44zExWDbX1nkvmm9KrCnnQ0JXtZSRNW6FFZZbb_0pOyqw9HS2n132ejuY9u-D4dPdQ_96GJhQxHWgcxSqKARATBEaTMJ0FkIBJtZNrlgqPTOhEolOdRwCqRBMKotYSyXzwmAedhnsfJvf3jsqsrWzH-i2GYis7TP702ejudhpyFnzyx88gkzTBNIG7-1wj3PKlquNa0L5fwy_ATosgAQ</recordid><startdate>20210801</startdate><enddate>20210801</enddate><creator>Callan, Gregory L.</creator><creator>DaVia Rubenstein, Lisa</creator><creator>Ridgley, Lisa M.</creator><creator>Speirs Neumeister, Kristie</creator><creator>Hernandez Finch, Maria</creator><creator>Longhurst, David</creator><general>SAGE Publications</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0002-2662-4247</orcidid></search><sort><creationdate>20210801</creationdate><title>Measuring and Predicting Divergent Thinking With a Self-Report Questionnaire, Teacher Rating Scale, and Self-Regulated Learning Microanalysis</title><author>Callan, Gregory L. ; DaVia Rubenstein, Lisa ; Ridgley, Lisa M. ; Speirs Neumeister, Kristie ; Hernandez Finch, Maria ; Longhurst, David</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c306t-8da05ff0116e4aca739b31f1c680406258bc3507898631e531c92f68252dfcad3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Adolescents</topic><topic>Creative Thinking</topic><topic>Creativity Tests</topic><topic>Learning Strategies</topic><topic>Measurement Techniques</topic><topic>Predictive Validity</topic><topic>Questionnaires</topic><topic>Rating Scales</topic><topic>Structured Interviews</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Callan, Gregory L.</creatorcontrib><creatorcontrib>DaVia Rubenstein, Lisa</creatorcontrib><creatorcontrib>Ridgley, Lisa M.</creatorcontrib><creatorcontrib>Speirs Neumeister, Kristie</creatorcontrib><creatorcontrib>Hernandez Finch, Maria</creatorcontrib><creatorcontrib>Longhurst, David</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Journal of psychoeducational assessment</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Callan, Gregory L.</au><au>DaVia Rubenstein, Lisa</au><au>Ridgley, Lisa M.</au><au>Speirs Neumeister, Kristie</au><au>Hernandez Finch, Maria</au><au>Longhurst, David</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1299719</ericid><atitle>Measuring and Predicting Divergent Thinking With a Self-Report Questionnaire, Teacher Rating Scale, and Self-Regulated Learning Microanalysis</atitle><jtitle>Journal of psychoeducational assessment</jtitle><date>2021-08-01</date><risdate>2021</risdate><volume>39</volume><issue>5</issue><spage>549</spage><epage>562</epage><pages>549-562</pages><issn>0734-2829</issn><eissn>1557-5144</eissn><abstract>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.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/07342829211005288</doi><tpages>14</tpages><orcidid>https://orcid.org/0000-0002-2662-4247</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0734-2829 |
| ispartof | Journal of psychoeducational assessment, 2021-08, Vol.39 (5), p.549-562 |
| issn | 0734-2829 1557-5144 |
| language | eng |
| recordid | cdi_crossref_primary_10_1177_07342829211005288 |
| source | SAGE Complete A-Z List |
| subjects | Adolescents Creative Thinking Creativity Tests Learning Strategies Measurement Techniques Predictive Validity Questionnaires Rating Scales Structured Interviews |
| title | Measuring and Predicting Divergent Thinking With a Self-Report Questionnaire, Teacher Rating Scale, and Self-Regulated Learning Microanalysis |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-13T22%3A03%3A52IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Measuring%20and%20Predicting%20Divergent%20Thinking%20With%20a%20Self-Report%20Questionnaire,%20Teacher%20Rating%20Scale,%20and%20Self-Regulated%20Learning%20Microanalysis&rft.jtitle=Journal%20of%20psychoeducational%20assessment&rft.au=Callan,%20Gregory%20L.&rft.date=2021-08-01&rft.volume=39&rft.issue=5&rft.spage=549&rft.epage=562&rft.pages=549-562&rft.issn=0734-2829&rft.eissn=1557-5144&rft_id=info:doi/10.1177/07342829211005288&rft_dat=%3Ceric_cross%3EEJ1299719%3C/eric_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ1299719&rft_sage_id=10.1177_07342829211005288&rfr_iscdi=true |