Gender Differences in the Measurement of Creative Problem‐Solving

Abstract

Despite significant scholarly attention, the literature on the existence and direction of gender differences in creativity has produced inconsistent findings. In the present paper, we argue that this lack of consensus may be attributable, at least in part, to gender-specific inconsistencies in the measurement of creative problem-solving. To explore this possibility, we empirically tested assumptions of multiple-group measurement invariance using samples borrowed from four recent studies that assessed creative problem-solving (J.D. Barrett et al., 2013;. Across the four samples, apparent gender differences emerged on all three components of S.P. Besemer & K. O'Quin's (1999) three-facet model of creativity (i.e., quality, originality, and elegance) such that, on average, females appeared to exhibit higher baseline levels of creativity. However, in light of violations of measurement invariance assumptions across genders found in these samples, comparisons such as these may not ultimately be appropriate. Although the underlying factor structure and factor loadings on a unitary creativity factor were consistent across gender (i.e., weak factorial invariance), measurement in-equivalence assumptions were violated at the subfacet level (i.e., strong factorial invariance). Implications of these findings for understanding gender differences in creative problem-solving are discussed.

Creativity Style and Achievements: An Investigation on the Role of Emotional Competence, Individual Differences, and Psychometric Intelligence

“…Based on previous literature, these results seem to confirm that gender is related to creative achievements but not to creativity styles ( Simonton, 1994 ; Hardy and Gibson, 2015 ). In the present study this was also evidenced by the analysis on gender differences, where males were found to have higher achievement scores compared to females, but the two groups did not differ in any other variable considered, including creativity style.…”

“…Others still find no gender differences at all (e.g., Dudek and Verreault, 1989 ; Paguio and Hollett, 1991 ). These results could be explained by taking into account the type of creative tasks or questionnaire people have to solve or fill in ( Hardy and Gibson, 2015 ). Considering this aspect, men appear more creative when using measures of creative accomplishment ( Simonton, 1994 ; Piirto, 2004 ), whereas women appear more creative when using measures of creative potential.…”

Video modeling examples are effective tools for self-regulated learning in physical education: Students learn through repeated viewing, self-talk, and mental rehearsal

“…Previous studies have illustrated that differences exist in the way males and females approach knowledge acquisition activities amidst a technology-based learning environment (Park et al, 2019). In general, females take longer analyzing and understanding the information received via technological aids and require encouragement to make a start (Banks, 1994; Hardy and Gibson, 2017). Males, however, adopting a trial-and-error approach, interpret instructions and memorize information from digital content in a faster way to expedite their practical application (Padilla-Meléndez et al, 2013).…”

Convergent, Discriminant, and Incremental Validities of Person–Environment Fit Scale for Creativity in Predicting Innovative Behavior

“…This study aims to examine the convergent, discriminant, and incremental validities of PEFSC. Furthermore, existing studies on gender (Hardy & Gibson, 2017;Kaufman, Baer & Gentile, 2004) and education (Amabile, 1983;Amabile & Pillemer, 2012) differences in creativity showed inconsistent results. Hence, the factor structure and measurement invariance of PEFSC are also examined using a large-scale community sample.…”