儿童创造力测试(TCI):通过发现问题的任务来评估创造力

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2016-12-01 DOI:10.1016/j.pse.2016.01.005
Manuela Romo , Vicente Alfonso-Benlliure , Maria-Jose Sanchez-Ruiz
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引用次数: 6

摘要

发散性思维测试通常不涉及创造力的复杂本质,而是侧重于问题的最终产品或解决方案,而忽略了创造性过程的前几个阶段,如问题的发现和形成。本研究采用“问题发现”模型,提出了一种新的小学(6-12岁)儿童创造力测量方法。本文介绍了测试的理论基础以及测试的设计、开发和验证过程。儿童创造力测试(西班牙语TCI)通过一个分为两个阶段的任务来评估创造性过程:提出问题和解决问题。该测试不仅考虑最终输出(绘图),还考虑导致它的先前阶段。结果表明,测试成绩的效度和信度均较好。结果表明,TCI具有较强的心理测量特性,可作为预测小学生创造性行为的有效工具。
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El test de creatividad infantil (TCI): evaluando la creatividad mediante una tarea de encontrar problemas

Divergent thinking tests do not generally address the complex nature of creativity but rather focus on the final product or solution of a problem, overlooking the previous stages of the creative process such as the discovery and formulation of a problem. The present study adopts the lrsquo;problem finding’ model and presents a new measure of creativity in children in primary education (6-12 years old). This paper presents the theoretical foundations as well as the process of designing, developing, and validating the test through different studies. The Child Creativity Test (TCI in Spanish) evaluates the creative process through a task structured in two stages: formulation and solution of a problem. The test considers not only the final output (a drawing), but also the previous phases that lead to it. Results show satisfactory validity and reliability of the test scores. It is concluded that the TCI has robust psychometric properties and can be a useful tool to predict creative behavior in primary school children.

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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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