An Investigation of the Factor Structure of the Torrance Tests of Creative Thinking

Autor/inn/en	Bart, William M.; Hokanson, Brad; Can, Iclal
Titel	An Investigation of the Factor Structure of the Torrance Tests of Creative Thinking
Quelle	In: Educational Sciences: Theory and Practice, 17 (2017) 2, S.515-528 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Creative Thinking; Creativity Tests; Factor Structure; Factor Analysis; Secondary School Students; Grade 8; Grade 11; Suburban Schools; Public Schools; Maximum Likelihood Statistics; Correlation; Innovation; Minnesota; Torrance Tests of Creative Thinking + Suchen Sie Ihr Suchwort? Kreatives Denken; Creativity test; Kreativitätstest; Faktorenstruktur; Faktorenanalyse; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Public school; Öffentliche Schule; Korrelation
Abstract	This study investigated the factorial structure of the Torrance Tests of Creative Thinking (TTCT) Figural Form A with an aim to find out whether the two-factor structure of creative thinking established by Kim and Kim, Cramond, and Bandalos holds true for the older participants. Data were gathered from 996 8th grade students and 748 11th grade students from a suburban public school system in Minnesota. Based on previous research and Kirton's Adaption-Innovation (KAI) theory, one and two-factor models were tested in the study. Upon checking the related assumptions, confirmatory factor analyses with Maximum Likelihood (ML) estimation were conducted using LISREL 8.71. The results indicated that a two-factor model established by Kim and her colleagues was a better fit than a one-factor model. This shows that fluency and originality load onto the latent variable termed the innovative factor, elaboration and abstractness of titles load onto the latent variable termed the adaptive factor, and resistance to premature closure loads on both latent variables. Our results suggest that any efforts to assess and promote creativity should take into consideration the two domains of creativity posited in KAI theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01