Titulo:
Escala de Autoeficacia Creativa para niños y adolescentes (CASES): Un estudio de desarrollo y validación
.
Sumario:
La autoeficacia creativa (AC) se convirtió en uno de los constructos más discutidos de la educación. Sin embargo, los instrumentos para evaluarlo en niños y adolescentes son escasos. Este artículo presenta el proceso de desarrollo y validación inicial de CASES, una nueva medida de AC diseñada para esa populación. Tras la concepción de los ítems, se realizó un análisis factorial exploratorio y confirmatorio. La estructura final es constituida por nueve ítems, distribuidos uniformemente por tres factores: fluidez, elaboración y personalidad. Los análisis preliminares de confiabilidad y validez muestran buenas propiedades psicométricas, destacando la CASES como una adición potencialmente relevante al conjunto de instrumentos de evaluación de l... Ver más
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Escala de Autoeficacia Creativa para niños y adolescentes (CASES): Un estudio de desarrollo y validación creatividad educación desarollo infantil y adolescente escala multidimensional autoeficacia Artículo de revista Escala de Autoeficacia Creativa para niños y adolescentes (CASES): Un estudio de desarrollo y validación La autoeficacia creativa (AC) se convirtió en uno de los constructos más discutidos de la educación. Sin embargo, los instrumentos para evaluarlo en niños y adolescentes son escasos. Este artículo presenta el proceso de desarrollo y validación inicial de CASES, una nueva medida de AC diseñada para esa populación. Tras la concepción de los ítems, se realizó un análisis factorial exploratorio y confirmatorio. La estructura final es constituida por nueve ítems, distribuidos uniformemente por tres factores: fluidez, elaboración y personalidad. Los análisis preliminares de confiabilidad y validez muestran buenas propiedades psicométricas, destacando la CASES como una adición potencialmente relevante al conjunto de instrumentos de evaluación de la AC. Diseñada para niños y adolescentes (de 3 a 16 años), puede permitir un enfoque en el desarrollo de AC con posibles implicaciones educativas. Por consiguiente, podrá ser de interés para padres, educadores, psicólogos educativos, investigadores y políticos implicados en el diseño de currículos e intervenciones capaces de nutrir y mejorar el potencial creativo. Mathisen, G. E., & Bronnick, K. S. (2009). Creative Self-Efficacy: An intervention study. International Journal of Educational Research, 48, 21–29. Mathisen, G. E. (2011). Organizational antecedents of creative self-efficacy. Creativity and Innovation Management, 20 (3), 185–195. Malik, M., Butt, A., & Choi, J. (2015). Rewards and employee creative performance: Moderating effects of creative self-eficacy, reward importance, and locus of control. Journal of Organizational Behavior, 36, 59–74. Karwowski, M. (2012). Did Curiosity Kill the Cat? Relationship Between Trait Curiosity, Creative Self-Efficacy and Creative Personal Identity. Europe’s Journal of Psychology, 8 (4), 547–558. https://doi.org/10.5964/ejop.v8i4.513 Karwowski, M., Lebuda, I., & Beghetto, R. (2019). Creative Self-Beliefs. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge Handbook of Creativity (pp. 396–417). Cambridge University Press. https://doi.org/10.1017/9781316979839.021 McKay, A. S., Lovelace, J. B., & Howard, M. C. (2018). The Heart of Innovation: Antecedents and Consequences of Creative Self-Efficacy in Organizations. In R. Reiter-Palmon, V. L. Kennel, & J. C. Kaufman (Eds.), Individual Creativity in the Workplace (pp. 223–244). Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-12-813238-8.00010-3 McNeish, D. (2018). Thanks coefficient alpha, we’ll take it from here. Psychological Methods, 23 (3), 412–433. https://doi.org/10.1037/met0000144 Nunnally, J., & Berstein, I. (1994). Psychometric Theory. McGraw-Hill. Karwowski, M., Gralewski, J., & Szumski, G. (2015). Teachers’ effect on students’ creative self-concept is moderated by students’ gender. Learning and Individual Differences. Advance online publication, 44, 1–8. Karwowski, M., & Beghetto, R. A. (2019). Creative Behavior as Agentic Action. Psychology of Aesthetics Creativity, and the Arts, 13 (4), 402–415. https://doi.org/10.1037/aca0000190 Karwowski, M., & Barbot, B. (2016). Creative self-beliefs: Their nature, development, and correlates. In J. C. Kaufman & J. Baer (Eds.), Cambridge companion to reason and development (pp. 302–326). Cambridge University Press. https://doi.org/10.1017/CBO9781139941969.016 Karwowski, M., Lebuda, I., & Wisniewska, E. (2012). Measurement of creative self-efficacy and creative role-identity. High Ability Studies, 22, 291–231. Jiang, J., & Yang, B. (2014). Does critical thinking lead to high creativity? The weakening effect of the leader-subordinate exchange in the Chinese context. Nankai Business Review, 17 (2), 117–128. Kaiser, H. F. (1970). A second-generation Little Jiffy. Psychometrika, 35 (4), 401–415. https://doi.org/10.1007/BF02291817 Jöreskog, K. G., & Sörbom, D. (1981). LISREL V: analysis of Linear StructuralRelations By the Method of Maximum Likelihood. International Educational Services. Joët, G., Usher, E. L., & Bressoux, P. (2011). Sources of self-efficacy: An investigation of elementary school students in France. Journal of Educational Psychology, 103 (3), 649–663. Piaget, J. (1952). Origins of intelligence in the child. International Universities Press, Inc. Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, I think, I can, I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19 (2–3), 247–258. Jaiswal, N. K., & Dhar, R. L. (2016). Fostering Employee CreativitythroughTransformational Leadership: Moderating Role of Creative Self-Efficacy. Creativity Research Journal, 28 (3), 367–371. https://doi.org/10.1080/10400419.2016.1195631 Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43 (1), 115–135. https://doi.org/10.1007/s11747-014-0403-8 Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.) SAGE. Hair, J. F., Black, W. C., Babbin, B. A., & Anderson, R. E. (2018). Multivariate data analysis. Cengage Learning. Hagger, M. S., Gucciardi, D. F., & Chatzisarantis, N. L. D. (2017). On Nomological Validity and Auxiliary Assumptions: The Importance of Simultaneously Testing Effects in Social Cognitive Theories Applied to Health Behavior and Some Guidelines. Frontiers in Psychology, 8, 1933. https://doi.org/10.3389/fpsyg.2017.01933 Haase, J., Hoff, E. V., Hanel, P. H. P., & Innes-Ker, Å. (2018). A Meta-Analysis of the Relation between Creative Self-Efficacy and Different Creativity Measurements. Creativity Research Journal, 30 (1), 1–16. https://doi.org/10.1080/10400419.2018.1411436 Goodman, N. (1978). Ways of worldmaking. Hackett Publishing. Ohly, S., Pluckthun, L., & Kissel, D. (2017). Developing Students’ Creative Self-Efficacy Based on Design-Thinking: Evaluation of an Elective University Course. Psychology Learning & Teaching, 16 (1), 125–132. Puryear, J. S., Kettler, T., & Rinn, A. N. (2019). Relating Personality and Creativity: Considering What and How We Measure. 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(2006). A Brief Guide to Structural Equation Modeling. The Counseling Psychologist, 34, 719–751. https://doi.org/10.1177/0011000006286345 Valquaresma, A., & Coimbra, J. L. (2021). Creativity, learning and technology: Lights and insights for new worldmaking possibilities in education. Creativity. Theories – Research – Applications, 8 (1), 38–51. https://doi.org/10.2478/ctra-2021-0004 Valquaresma, A., & Coimbra, J. (2021). Searching for creativity in the Portuguese preschool and basic education curricula. The Curriculum Journal, 00, 1–18. https://doi.org/10.1002/curj.140 Vally, Z., Salloum, L., AlQedra, D., El Shazly, S., Albloshi, M., Alsheraifi, S., & Alkaabi, A. (2019). Examining the effects of creativity training on creative production, creative self-efficacy, and neuro-executive functioning. Thinking Skills and Creativity, 31, 70–78. https://doi.org/10.1016/j.tsc.2018.11.003 Puente-Díaz, R. (2016). Creative Self-Efficacy: An Exploration of Its Antecedents, Consequences, and Applied Implications. The Journal of Psychology, 150 (2), 175–195. https://doi.org/10.1080/00223980.2015.1051498 Tsang, S., Royse, C. F., & Terkawi, A. S. (2017). Guidelines for developing, translating, and validating a questionnaire in perioperative and pain medicine. Saudi journal of anaesthesia, 11, 80–89. https://doi.org/10.4103/sja.SJA_203_17 Trizano-Hermosilla, I., & Alvarado, J. M. (2016). Best Alternatives to Cronbach’s Alpha Reliability in Realistic Conditions: Congeneric and Asymmetrical Measurements. Frontiers in Psychology, 7, 769–769. https://doi.org/10.3389/fpsyg.2016.00769 Tierney, P., & Farmer, S. (2002). Creative self-efficacy: its potential antecedents and relationship to creativeperformance. Academy of Management Journal, 45 (8), 1137–1148. Tan, A. G. (2007). Development of creativity efficacy scales. [Unpublished Manuscript]. Singapore: National Institute of Education. Tabachnick, B. G., & Fidell, L. S. (2014). Using Multivariate Statistics (6th ed.) Pearson. Steiger, J. H. (1990). Structural model evaluation and modification: An interval estimation approach. Multivariate Behavioral Research, 25 (2), 173–180. https://doi.org/10.1207/s15327906mbr2502_4 Snedecor, G. W., & Cochran, W. G. (1980). Statistical Methods (7th ed.) Iowa State University Press. Shaw, A., Kapnek, M., & Morelli, N. A. (2021). Measuring Creative Self-Efficacy: An Item Response Theory Analysis of the Creative Self-Efficacy Scale. Frontiers in psychology, 12, 678033. https://doi.org/10.3389/fpsyg.2021.678033 Royston, R., & Reiter-Palmon, R. (2017). Creative self-eficacy as mediator between creative mindsets and creative problem-solving. Journal of Creative Behavior, 53 (4), 472–481. Reise, S. P., Waller, N. G., & Comrey, A. L. (2000). Factor analysis and scale revision. Psychological Assessment, 12 (3), 287–297. Froman, R. D. (2001). Elements to consider in planning the use of factor analysis. Southern Online Journal of Nursing Research, 2 (5), 1–22. http://www.snrs.org/sojnr Puente-Díaz, R., & Cavazos-Arroyo, J. (2018). An exploration of some antecedents and consequences of creative selfefficacy among college students. The Journal of Creative Behavior, 52 (3), 256–266. https://doi.org/10.1002/jocb.149 Glăveanu, V. (2015). Creativity as a sociocultural act. Journal of Creative Behavior, 49 (3), 165–180. https://doi.org/10.1002/jocb.94 Farmer, S., & Tierney, P. (2017). Considering creative self-efficacy: its current state and ideas for future inquiry. In M. Karwowski & J. C. Kaufman (Eds.), The Creative Self: effects of beliefs, self-efficacy, mindset, and identity (pp. 23–47). Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00002-9 Frith, E., Elbich, D. B., Christensen, A. P., Rosenberg, M. D., Chen, Q., Kane, M. J., Silvia, P. J., Seli, P., & Beaty, R. E. (2020). Intelligence and creativity share a common cognitive and neural basis. Journal of Experimental Psychology General, 150 (4), 609–632. https://doi.org/10.1037/xge0000958 1 Franke, G., & Sarstedt, M. (2019). Heuristics versus statistics in discriminant validity testing: A comparison of four procedures. Internet Research, 29 (3), 430–447. https://doi.org/10.1108/IntR-12-2017-0515 http://creativecommons.org/licenses/by-nc-nd/4.0 Inglés https://revistas.usb.edu.co/index.php/IJPR/article/view/5410 International Journal of Psychological Research Universidad San Buenaventura - USB (Colombia) application/pdf Journal article Núm. 1 , Año 2022 : Vol. 15 No. 1 (2022) 15 Alotaibi, K. N. (2016). Psychometric Properties of Creative Self-Efficacy Inventory Among Distinguished Students in Saudi Arabian Universities. Psychological Reports, 118 (3), 902–917. https://doi.org/10.1177/0033294116646021 education child and adolescent development multidimensional scaling self-efficacy creativity Costa, Patrício Coimbra, Joaquim Luís Valquaresma, Andreia Creative self-efficacy has emerged as one of the most striking constructs in education. Yet, instruments to assess it in children and adolescentsare scant. This article introduces the CASES, a new creative self-efficacy scale designed to address this concern. The process of development and initial validation of the scale are presented herein. Following the items’ conception, exploratory, and confirmatory factorial analysis was performed. The final structure comprises nine items, evenly distributed by three factors: fluency, elaboration, and personality. Preliminary reliability and validity analysis display good psychometric properties, highlighting CASES as a potentially relevant addition to the creative self-efficacy assessment instruments array. Designed for children and adolescents (ages 3 to 16), it can uphold a developmental approach of creative self-efficacy, with potential implications within educational settings. Thus, it might be of interest for parents, educators, educational psychologists, researchers, and policymakers involved in designing curricula and interventions to nurture and enhance creative potential. Abbott, D. (2010). Constructing a creative self-efficacy inventory: A mixed-methods inquiry [Doctoral Dissertation, University of Nebraska]. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1067&context=cehsdiss This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Anderson, R. C., & Haney, M. (2020). Reflection in the creative process of early adolescents: The mediating roles of creative metacognition, self-efficacy, and self-concept. Psychology of Aesthetics, Creativity, and the Arts, 15 (4), 612–626. https://doi.org/10.1037/aca0000324 Atwood-Blaine, D., Rule, A. C., & Walker, J. (2019). Creative self-efficacy of children aged 9-14 in a science center using a situated Mobile game. Thinking Skills and Creativity, 33, 100580. https://doi.org/10.1016/j.tsc.2019.100580 Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18 (1), 39–50. Fino, E., & Sun, S. (2022). “Let us create!”: The mediating role of Creative Self-Efficacy between personality and Mental Well-Being in university students. Personality and Individual Differences, 188, 111444. https://doi.org/10.1016/j.paid.2021.111444 Dampérat, M., Jeannot, F., Jongmans, E., & Jolibert, A. (2016). Team creativity: Creative self-efficacy, creative collective efficacy and their determinants. Recherche et Applications en Marketing, 31 (3), 6–25. https://doi.org/10.1177/2051570716650164 Craft, A. (2002). Creativity and Early Years Education. Continuum. Corazza, G. E. (2017). Organic Creativity forWell-Being in the Post-Information Society. Europe’s Journal of Psychology, 13 (4), 599–605. https://doi.org/10.5964/ejop.v13i4.1547 Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9 (2), 233–255. https://doi.org/http://doi.org/https://doi.org/10.1207/S15328007SEM0902 Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.) The Guilford Press. Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer. Frontiers in public health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149 Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107 (2), 238–246. https://doi.org/10.1037/0033-2909.107.2.238 Benedek, M., Jung, R. E., & Vartanian, O. (2018). The neural bases of creativity and intelligence: Common ground and differences. Neuropsychologia, 118, 1–3. https://doi.org/https://doi.org/10.1016/j.neuropsychologia.2018.09.006 Beghetto, R. A., Kaufman, J. C., & Baxter, J. (2011). Answering the unexpected questions: Exploring the relationship between students’ creative self-efficacy and teacher ratings of creativity. Psychology of Aesthetics Creativity, and the Arts, 5 (4), 342–349. https://doi.org/10.1037/a0022834 Beghetto, R. A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. In M. Karwowski & J. C. Kaufman (Eds.), The creative self: Effect of beliefs, self-efficacy, mindset, and identity (pp. 3–22). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00001-7 Beghetto, R. A., & Dilley, A. E. (2016). Creative aspirations or pipe dreams? Toward understanding creative mortification in children and adolescents. In B. Barbot (Ed.), Perspectives on creativity development (pp. 85–95). Jossey-Bass/Wiley. Publication Barbot, B., Lubart, T. I., & Besançon, M. (2016). “Peaks, Slumps, and Bumps”: Individual Differences in the Development of Creativity in Children and Adolescents. New Directions for Child and Adolescent Development, 2016 (151), 33–45. https://doi.org/10.1002/cad.20152 Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. Beghetto, R. A. (2009). Correlates of intellectual risk taking in elementary school science. Journal of Research in Science Teaching, 46 (2), 210–223. Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18 (4), 447–457. Batelle for Kids. (2019). Framework for 21st Century Learning. Batelle for Kids. https://www.battelleforkids.org/networks/p21/frameworks-resources Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2, 21–41. Beghetto, R. A. (2014). Creative mortification: An initial exploration. Psychology of Aesthetics, Creativity, and the Arts, 8 (3), 266–276. https://doi.org/10.1037/a0036618 Bandura, A. (2006). Guide for Constructing Self-Efficacy Scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy Beliefs of Adolescents (Vol. 5, pp. 307-337). Information Age Publishing. 2022-05-24 69 55 https://revistas.usb.edu.co/index.php/IJPR/article/download/5410/4635 https://doi.org/10.21500/20112084.5410 10.21500/20112084.5410 2011-7922 2011-2084 2022-05-24T16:24:53Z 2022-05-24T16:24:53Z |
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UNIVERSIDAD DE SAN BUENAVENTURA |
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Colombia |
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International Journal of Psychological Research |
| title |
Escala de Autoeficacia Creativa para niños y adolescentes (CASES): Un estudio de desarrollo y validación |
| spellingShingle |
Escala de Autoeficacia Creativa para niños y adolescentes (CASES): Un estudio de desarrollo y validación Costa, Patrício Coimbra, Joaquim Luís Valquaresma, Andreia creatividad educación desarollo infantil y adolescente escala multidimensional autoeficacia education child and adolescent development multidimensional scaling self-efficacy creativity |
| title_short |
Escala de Autoeficacia Creativa para niños y adolescentes (CASES): Un estudio de desarrollo y validación |
| title_full |
Escala de Autoeficacia Creativa para niños y adolescentes (CASES): Un estudio de desarrollo y validación |
| title_fullStr |
Escala de Autoeficacia Creativa para niños y adolescentes (CASES): Un estudio de desarrollo y validación |
| title_full_unstemmed |
Escala de Autoeficacia Creativa para niños y adolescentes (CASES): Un estudio de desarrollo y validación |
| title_sort |
escala de autoeficacia creativa para niños y adolescentes (cases): un estudio de desarrollo y validación |
| description |
La autoeficacia creativa (AC) se convirtió en uno de los constructos más discutidos de la educación. Sin embargo, los instrumentos para evaluarlo en niños y adolescentes son escasos. Este artículo presenta el proceso de desarrollo y validación inicial de CASES, una nueva medida de AC diseñada para esa populación.
Tras la concepción de los ítems, se realizó un análisis factorial exploratorio y confirmatorio. La estructura final es constituida por nueve ítems, distribuidos uniformemente por tres factores: fluidez, elaboración y personalidad. Los análisis preliminares de confiabilidad y validez muestran buenas propiedades psicométricas, destacando la CASES como una adición potencialmente relevante al conjunto de instrumentos de evaluación de la AC. Diseñada para niños y adolescentes (de 3 a 16 años), puede permitir un enfoque en el desarrollo de AC con posibles implicaciones educativas. Por consiguiente, podrá ser de interés para padres, educadores, psicólogos educativos, investigadores y políticos implicados en el diseño de currículos e intervenciones capaces de nutrir y mejorar el potencial creativo.
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| description_eng |
Creative self-efficacy has emerged as one of the most striking constructs in education. Yet, instruments to assess it in children and adolescentsare scant. This article introduces the CASES, a new creative self-efficacy scale designed to address this concern. The process of development and initial validation of the scale are presented herein. Following the items’ conception, exploratory, and confirmatory factorial analysis was performed. The final structure comprises nine items, evenly distributed by three factors: fluency, elaboration, and personality. Preliminary reliability and validity analysis display good psychometric properties, highlighting CASES as a potentially relevant addition to the creative self-efficacy assessment instruments array. Designed for children and adolescents (ages 3 to 16), it can uphold a developmental approach of creative self-efficacy, with potential implications within educational settings. Thus, it might be of interest for parents, educators, educational psychologists, researchers, and policymakers involved in designing curricula and interventions to nurture and enhance creative potential.
|
| author |
Costa, Patrício Coimbra, Joaquim Luís Valquaresma, Andreia |
| author_facet |
Costa, Patrício Coimbra, Joaquim Luís Valquaresma, Andreia |
| topicspa_str_mv |
creatividad educación desarollo infantil y adolescente escala multidimensional autoeficacia |
| topic |
creatividad educación desarollo infantil y adolescente escala multidimensional autoeficacia education child and adolescent development multidimensional scaling self-efficacy creativity |
| topic_facet |
creatividad educación desarollo infantil y adolescente escala multidimensional autoeficacia education child and adolescent development multidimensional scaling self-efficacy creativity |
| citationvolume |
15 |
| citationissue |
1 |
| citationedition |
Núm. 1 , Año 2022 : Vol. 15 No. 1 (2022) |
| publisher |
Universidad San Buenaventura - USB (Colombia) |
| ispartofjournal |
International Journal of Psychological Research |
| source |
https://revistas.usb.edu.co/index.php/IJPR/article/view/5410 |
| language |
Inglés |
| format |
Article |
| rights |
http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. |
| references_eng |
Mathisen, G. E., & Bronnick, K. S. (2009). Creative Self-Efficacy: An intervention study. International Journal of Educational Research, 48, 21–29. Mathisen, G. E. (2011). Organizational antecedents of creative self-efficacy. Creativity and Innovation Management, 20 (3), 185–195. Malik, M., Butt, A., & Choi, J. (2015). Rewards and employee creative performance: Moderating effects of creative self-eficacy, reward importance, and locus of control. Journal of Organizational Behavior, 36, 59–74. Karwowski, M. (2012). Did Curiosity Kill the Cat? Relationship Between Trait Curiosity, Creative Self-Efficacy and Creative Personal Identity. Europe’s Journal of Psychology, 8 (4), 547–558. https://doi.org/10.5964/ejop.v8i4.513 Karwowski, M., Lebuda, I., & Beghetto, R. (2019). Creative Self-Beliefs. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge Handbook of Creativity (pp. 396–417). Cambridge University Press. https://doi.org/10.1017/9781316979839.021 McKay, A. S., Lovelace, J. 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