Reliability, Validity, and Factor Structure of the Creative Achievement Questionnaire

Carson, Shelley; Peterson, Rolf A.; Higgins, Daniel M.

doi:10.1207/s15326934crj1701_4

Cited by 827 publications

(808 citation statements)

References 24 publications

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“…First, openness is associated with divergent thinking. Past research with the Guilford tasks (McCrae, 1987) and the Torrance verbal tasks (Carson, Peterson, & Higgins, 2005;King, Walker, & Broyles, 1996) has found medium-sized effects between openness and divergent thinking (r = .30, Carson et al, 2005;r = .34, McCrae, 1987; r = .38, King et al, 1996). Second, openness is associated with other aspects of a creative personality, such as viewing oneself as a creative person and valuing originality (Joy, 2004;.…”

Section: Study 2: Validity Of Average and Top 2 Scoringmentioning

confidence: 99%

Assessing creativity with divergent thinking tasks: Exploring the reliability and validity of new subjective scoring methods.

Silvia

Winterstein

Willse

et al. 2008

Psychology of Aesthetics, Creativity, and the Arts

723

855

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Abstract:Divergent thinking is central to the study of individual differences in creativity, but the traditional scoring systems (assigning points for infrequent responses and summing the points) face well-known problems. After critically reviewing past scoring methods, this article describes a new approach to assessing divergent thinking and appraises its reliability and validity. In our new Top 2 scoring method, participants complete a divergent thinking task and then circle the two responses that they think are their most creative responses. Raters then evaluate the responses on a 5-point scale. Regarding reliability, a generalizability analysis showed that subjective ratings of unusual-uses tasks and instances tasks yield dependable scores with only 2 or 3 raters. Regarding validity, a latent-variable study (n = 226) predicted divergent thinking from the Big Five factors and their higher-order traits (Plasticity and Stability). Over half of the variance in divergent thinking could be explained by dimensions of personality. The article presents instructions for measuring divergent thinking with the new method.

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Section: Study 2: Validity Of Average and Top 2 Scoringmentioning

confidence: 99%

Assessing creativity with divergent thinking tasks: Exploring the reliability and validity of new subjective scoring methods.

Silvia

Winterstein

Willse

et al. 2008

Psychology of Aesthetics, Creativity, and the Arts

723

855

View full text Add to dashboard Cite

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“…Creative Achievement To measure lifetime creative achievements, we used the Creative Achievement Questionnaire (CAQ), a 10-domain scale that measures self-reported accomplishments (Carson, Peterson, & Higgins, 2005). For each domain, people respond to items that increase in the level of accomplishment.…”

Section: Everyday Creativitymentioning

confidence: 99%

A dimensional analysis of creativity and mental illness: Do anxiety and depression symptoms predict creative cognition, creative accomplishments, and creative self-concepts?

Silvia¹,

Kimbrel²

2010

Psychology of Aesthetics, Creativity, and the Arts

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. (in press). A dimensional analysis of creativity and mental illness: Do anxiety and depression symptoms predict creative cognition, creative accomplishments, and creative self-concepts? Psychology of Aesthetics, Creativity, and the Arts. Abstract:The link, if any, between creativity and mental illness is one of the most controversial topics in modern creativity research. The present research assessed the relationships between anxiety and depression symptom dimensions and several facets of creativity: divergent thinking, creative self-concepts, everyday creative behaviors, and creative accomplishments. Latent variable models estimated effect sizes and their confidence intervals. Overall, measures of anxiety, depression, and social anxiety predicted little variance in creativity. Few models explained more than 3% of the variance, and the effect sizes were small and inconsistent in direction.

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“…In contrast, self-report forms, like the Creative Achievement Questionnaire (CAQ: Carson, Peterson, & Higgins, 2005), are commonly employed to assess intermediary factors, such as personality traits, perceived self-efficacy and indices of achievement, that are associated with creativity. A notable issue that arises in the context of how the methods are chosen and applied is that diversity across and within methodologies (owing to variability in the tasks and response measures of focus) renders it difficult to relate and integrate the resulting findings across studies Gender and Creativity 6 (Arden, Chavez, Grazioplene, & Jung, 2010).…”

mentioning

confidence: 99%

Gender and creativity: an overview of psychological and neuroscientific literature

Abraham

2015

Brain Imaging and Behavior

176

110

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The topic of gender differences in creativity generates substantial scientific and public interest, but also courts considerable controversy. Owing to the heterogeneous nature of the findings associated with this line of research, the general picture often appears puzzling or obscure. The present article presents a selective overview of psychological and neuroscientific literature that has a relevant bearing on the theme of gender and creativity. Topics that are explored include the definition and methods of assessing creativity, a summary of behavioral investigations on gender in relation to creativity, postulations that have been forwarded to understand gender differences in creative achievement, gender-based differences in the structure and function of the brain, gender-related differences in behavioral performance on tasks of normative cognition, and neuroscientific studies of gender and creativity. The final section of the overview presents a detailed discussion of the idea that differences between men and women in creative cognition are best explained with reference to the gender-dependent adopted strategies or cognitive style when faced with generative tasks. Gender and Creativity 3Creativity refers to the singularly complex human ability to produce novel ideas, generate new solutions, and express oneself in a unique manner. Although prominent works of art and astounding scientific discoveries are the customary associations that are readily evoked when we consider the concept of creativity, our capacity to be creative is evident in virtually all aspects of human life when engaged in language and communication, choice and decision making, as well as planning and organization (Mark A. Runco & Pritzker, 2011;Sawyer, 2012). While the potential to be creative exists within each person, there is considerable individual variability in both the type and amount of creative output that is eventually produced over our lifetimes. A substantial proportion of the empirical investigations in creativity are directed at uncovering which variables have a positive or negative impact on creativity. Gender is one factor that has been explored in this regard within psychological research. This paper provides a general overview of psychological and neuroscientific research that has a direct or indirect bearing on the topic of gender and creativity. The first part of this paper is devoted to understanding what is meant by creativity in terms of definition and methods of assessment. This is followed by a summary of behavioral findings on gender-related differences in creative thinking and a discussion of the explanations that have been forwarded to understand such differences. Current knowledge concerning gender-based behavioral and neurobiological differences in other (non-creative) aspects of cognition is then explored. In the final part of the paper, implications of findings from neuroscientific studies of gender differences in creative thinking are discussed.Gender and Creativity 4

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Reliability, Validity, and Factor Structure of the Creative Achievement Questionnaire

Cited by 827 publications

References 24 publications

Assessing creativity with divergent thinking tasks: Exploring the reliability and validity of new subjective scoring methods.

Assessing creativity with divergent thinking tasks: Exploring the reliability and validity of new subjective scoring methods.

A dimensional analysis of creativity and mental illness: Do anxiety and depression symptoms predict creative cognition, creative accomplishments, and creative self-concepts?

Gender and creativity: an overview of psychological and neuroscientific literature

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