Validation and Use of the Comprehensive Scientific Creativity Assessment (C-SCA) Instrument for Secondary School Students.
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| Title: | Validation and Use of the Comprehensive Scientific Creativity Assessment (C-SCA) Instrument for Secondary School Students. |
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| Authors: | Xu, Shiyu (AUTHOR), Reiss, Michael J. (AUTHOR), Lodge, Wilton (AUTHOR) |
| Source: | Creativity Research Journal. Apr-Jun2026, Vol. 38 Issue 2, p380-397. 18p. |
| Subjects: | Creative ability in science, Secondary school students, Science education, Demographic characteristics, Goal (Psychology), Statistical reliability, Divergent thinking |
| Geographic Terms: | China |
| Abstract: | This study evaluates the reliability and validity of the Comprehensive Scientific Creativity Assessment (C-SCA) instrument by implementing necessary modifications, extending the sample size, and providing a clear and objective scoring process. A total of 347 participants from a secondary school in China completed two scientific creativity assessments, using the two versions of the C-SCA. The results indicate acceptable reliability and validity for both versions. Descriptive analyses revealed that males and only children (those with no siblings) performed better in scientific knowledge, while children from affluent backgrounds exhibited higher intrinsic motivation in scientific creativity. However, no significant demographic differences were observed in divergent or convergent thinking performance. Scientific knowledge scores varied significantly according to the educational level and occupation of students' mothers. This study also found that divergent and convergent thinking mutually promoted each other, while extrinsic motivation negatively affected divergent thinking and scientific knowledge enhanced convergent thinking. This research offers valuable insights into scientific creativity assessment by validating the C-SCA and proposing a clear scoring process. By investigating the impact of demographic variations on scientific creativity and elucidating the relationships among the components of scientific creativity, the study provides educators with practical recommendations for fostering creativity in science education. [ABSTRACT FROM AUTHOR] |
| Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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