The document describes a study that developed and tested the Creativity Selected Elements Questionnaire (CSEQ) as a tool to assess creativity. The CSEQ measures 8 elements of creativity based on prior theories. It was administered to 900 students across 3 colleges to examine relationships between creativity and demographic variables. Key findings included relationships between creativity and factors like age, gender, education level. The CSEQ showed potential for use in orientation, curriculum design, and identifying students with creative strengths. Reliability analyses found acceptable internal consistency for the overall CSEQ despite some scales having lower reliability given their small number of items.
This document provides an introduction to qualitative research methods. It outlines some key differences between qualitative and quantitative research, including that qualitative research is subjective, holistic, and aims to understand why and how phenomena occur rather than objective measurements. It also describes some common qualitative research designs like phenomenology, ethnography, and grounded theory. The document then covers methods for collecting qualitative data through interviews, focus groups, observation, and documents. It provides guidance on analyzing, coding, and presenting the results of qualitative research.
The document discusses different approaches to mixing qualitative and quantitative research methods, specifically focusing on the concept of triangulation. It outlines some of the debates around combining methods, including arguments that the paradigms are incompatible and integrating them risks ignoring underlying assumptions. The document then describes various types of triangulation and mixed methods strategies, including how and when quantitative and qualitative data and findings can be integrated. Examples of sequential, concurrent and explanatory mixed methods designs are provided.
This document discusses narrative inquiry and narrative research. Some key points:
1. Narrative inquiry views stories and narratives as the primary way humans make meaning and understand the world. Reality and human experience are seen as socially constructed and fluid.
2. Narrative research uses stories - written, oral, personal and collective - as data. The story itself is the focus of analysis rather than being a means to other data. Analysis looks at the whole story and patterns of meaning within.
3. Narrative inquiry encompasses three spheres - the scientific, symbolic, and sacred. The scientific examines the natural world, symbolic interprets human experience through symbols, and sacred addresses existential questions. Inquiry across these realms
Grounded theory is a qualitative research method introduced in 1967 by Glaser and Strauss. It involves developing a theory grounded in data that is systematically gathered and analyzed through the constant comparative method. This iterative process involves collecting data, analyzing through coding and memo writing, and sorting memos to develop conceptual categories to generate an emergent theory. The theory should fit and work to explain the phenomenon under study. Grounded theory challenges assumptions that qualitative research is not systematic or rigorous and aims to develop conceptual theories rather than just descriptive case studies.
The document provides an overview of Dante Alighieri's epic poem The Divine Comedy. It summarizes the major characters like Dante, Virgil and Beatrice that guide Dante through the nine circles of Hell depicted in the first part of the poem called Inferno. The circles are organized by types of sin with increasing punishment, including lust, gluttony, greed, wrath, heresy, violence and treachery. Notable figures from history and mythology are shown receiving punishments that fit their sins in life.
This document provides an introduction to qualitative research methods. It outlines some key differences between qualitative and quantitative research, including that qualitative research is subjective, holistic, and aims to understand why and how phenomena occur rather than objective measurements. It also describes some common qualitative research designs like phenomenology, ethnography, and grounded theory. The document then covers methods for collecting qualitative data through interviews, focus groups, observation, and documents. It provides guidance on analyzing, coding, and presenting the results of qualitative research.
The document discusses different approaches to mixing qualitative and quantitative research methods, specifically focusing on the concept of triangulation. It outlines some of the debates around combining methods, including arguments that the paradigms are incompatible and integrating them risks ignoring underlying assumptions. The document then describes various types of triangulation and mixed methods strategies, including how and when quantitative and qualitative data and findings can be integrated. Examples of sequential, concurrent and explanatory mixed methods designs are provided.
This document discusses narrative inquiry and narrative research. Some key points:
1. Narrative inquiry views stories and narratives as the primary way humans make meaning and understand the world. Reality and human experience are seen as socially constructed and fluid.
2. Narrative research uses stories - written, oral, personal and collective - as data. The story itself is the focus of analysis rather than being a means to other data. Analysis looks at the whole story and patterns of meaning within.
3. Narrative inquiry encompasses three spheres - the scientific, symbolic, and sacred. The scientific examines the natural world, symbolic interprets human experience through symbols, and sacred addresses existential questions. Inquiry across these realms
Grounded theory is a qualitative research method introduced in 1967 by Glaser and Strauss. It involves developing a theory grounded in data that is systematically gathered and analyzed through the constant comparative method. This iterative process involves collecting data, analyzing through coding and memo writing, and sorting memos to develop conceptual categories to generate an emergent theory. The theory should fit and work to explain the phenomenon under study. Grounded theory challenges assumptions that qualitative research is not systematic or rigorous and aims to develop conceptual theories rather than just descriptive case studies.
The document provides an overview of Dante Alighieri's epic poem The Divine Comedy. It summarizes the major characters like Dante, Virgil and Beatrice that guide Dante through the nine circles of Hell depicted in the first part of the poem called Inferno. The circles are organized by types of sin with increasing punishment, including lust, gluttony, greed, wrath, heresy, violence and treachery. Notable figures from history and mythology are shown receiving punishments that fit their sins in life.
This chapter discusses the use of theory in quantitative, qualitative, and mixed methods research. In quantitative research, theories are tested through hypotheses about relationships between variables. Theories can be placed in different parts of a quantitative study, such as the introduction or literature review. Qualitative research may use theory as a broad explanation, theoretical lens, or generate new theories from data analysis. Mixed methods can include theory deductively through testing or inductively through emerging patterns from data.
The document provides background information on Dante Alighieri and an overview of the structure and content of his epic poem Divine Comedy. It describes the poem's three sections - Inferno, Purgatorio, and Paradiso - and how Inferno is structured into 9 circles of Hell containing sinners who are punished for different sins. It summarizes several Cantos from Inferno, describing the circles and the people or monsters encountered in each circle.
This document provides an overview of narrative inquiry as a research method. It defines narrative inquiry as generating data in the form of stories and typologies of stories. It compares narrative inquiry to other methods and notes that it preserves the complexity and temporal context of lived experience. Examples are provided of narrative inquiry research projects conducted at the University of Sydney, including one exploring narratives around childhood sexual abuse and another exploring motivations for choosing psychology as a career.
Qualitative research aims to understand people's experiences and interpretations of the world. It provides rich, detailed descriptions through methods like interviews, observations, and written responses. The researcher immerses themselves in the topic to understand perspectives without assumptions. Main types include case studies, grounded theory, phenomenology, and ethnography. Data collection involves interactions, written responses, and observations. Analysis begins during data collection to guide further inquiry. The process moves from specific to general understanding through a funnel or inductive approach. Validity is increased through triangulation of multiple data sources, types, and collection methods. Strengths include understanding context, but it is time consuming and results may not generalize. Mixed methods combine qualitative and quantitative approaches at different stages of
Qualitative research involves observing and analyzing non-numerical data to understand meanings, concepts, and descriptions. It allows for an in-depth examination of feelings, motivations, and real-life situations, but the results cannot be generalized to a whole population. There are various types of qualitative research including basic interpretive studies, phenomenological studies, grounded theory studies, case studies, ethnographic studies, narrative analysis, critical research, and postmodern research. Each type has distinct goals and methodologies for data collection and analysis.
Questionnaire:: Necessity of Creativity in Multimedia of Learning art EducationThirah Dehearty
This document is a survey about creativity and multimedia in art education. It collects demographic information and asks respondents questions about whether creativity and multimedia are important in their studies, which multimedia software they use, their perceptions of creativity and how it can be developed individually or in groups, and the effects of using multimedia and being creative in multimedia on their learning, confidence, and ability to apply knowledge.
The document contains a 50 question multiple choice questionnaire about constructivism and concept mapping. Constructivism emphasizes that students actively construct their own knowledge based on their previous experiences. Concept maps were developed by Joseph Novak in the 1970s as a way to organize and represent knowledge through diagrams that show relationships between concepts using labels and arrows. Concept maps are based on constructivist learning theories and help students make connections between prior knowledge and new information in a meaningful way.
This document provides a list of important cultural heritage sites in Lithuania that could be used for educational purposes. It begins with an introduction and then lists several UNESCO World Heritage sites, including the Vilnius Historic Center, the Curonian Spit, Lithuanian cross crafting, and Baltic song and dance celebrations. For the Vilnius Historic Center, it provides a short history and describes its importance as the capital of the Grand Duchy of Lithuania from the 13th to 18th centuries. It then suggests ways the provided UNESCO teaching kit could be adapted to investigate and teach students about the listed cultural heritage sites in Lithuania.
The document discusses a study examining tourists' perceptions and willingness to pay for interpretive services at heritage sites in Lukang, Taiwan. It provides background on interpretive services and their importance for heritage tourism. The study uses a questionnaire survey of 500 tourists and an open-ended contingent valuation method to determine tourists' willingness to pay for interpretive guides. Statistical analysis uses a Box-Cox double-hurdle model to analyze how perceptions, experiences, and socioeconomic factors influence willingness to pay.
Creativity PPT ON ENTERPRENUER MANAGEMENT MBABabasab Patil
The document discusses definitions of creativity, objectives of creativity, and techniques to encourage creativity. It defines creativity as generating new ideas through combining existing concepts in novel ways. The objectives of creative thinking are to think beyond boundaries and rely on imagination. Techniques discussed include divergent and convergent thinking, where divergent thinking aims to generate many ideas and convergent thinking focuses those ideas to reach a solution. Personality traits like curiosity and risk-taking promote divergent thinking.
This document contains a 12-question survey about litter, recycling, and the environment at Cranford school. It asks students to identify common litter items, littered areas of the school, how to improve environmental attitudes, which groups litter most and least, ideas for an environmental sculpture, what materials it would use, what existing school sculptures lack, what can be made from cans and bottles, important environmental messages, and the cleanest school department.
The document discusses Kandy, Sri Lanka, which was designated a UNESCO World Heritage Site in 1988. It highlights several important cultural and architectural attributes of Kandy, including the Temple of the Tooth, the Royal Palace, and various temples and rituals. The document also analyzes tourism data in Kandy, finding that most visitors are from Europe, peak season is July, and both foreign and domestic tourists report high levels of satisfaction with their visits. Some recommendations are made to further improve the tourism experience in Kandy.
This document contains a 12-question survey about litter and recycling at a school called Cranford. The questions ask students about common litter items, locations with the most litter, times when the school is untidiest, ways to improve litter attitudes, who throws the most and least litter, teacher and student efforts to stop litter, good materials for recycling sculptures, potential sculpture topics, whether sculptures have messages, and how the school could improve recycling.
This document contains questions for a system audit questionnaire covering many aspects of an organization's IT environment, systems, and controls. It addresses topics such as the IT infrastructure, organizational structure, control functions, management practices, physical and logical access controls, systems development processes, application controls, and business continuity planning. The goal is to evaluate and identify risks across technical, administrative, and physical security domains.
Creativity Selected Elements QuestionnaireHORAMA3012
This document describes a study that developed and tested the Creativity Selected Elements Questionnaire (CSEQ) to assess creativity in an interactive learning environment. The CSEQ measures 8 elements of creativity based on prior theories. It was administered to 900 students across 3 colleges. Results found associations between creativity and various student demographics like age, gender, and reasons for study. Creativity was also associated with family factors like parents' education and income level. The CSEQ could help identify student strengths to support leadership activities and design creative educational content and environments. However, the reliability of some CSEQ scales was low, indicating room for improvement in the instrument.
A radio questionnaire was completed by 20 people. It asked about their favorite radio stations and what activities they do while listening. The most popular stations were Choice FM, Heart 106.2, Capital FM, Roots FM, and Absolute Radio. Common activities included washing dishes, washing clothes, relaxing, studying, and driving. The questionnaire also contained 7 other unstated questions.
The document is a survey questionnaire being conducted by two UPV students, Nasser Ray Domingo and Rowe Mari Joseph Roquez, for their Economics Research II course. The questionnaire contains various questions regarding awareness of and attitudes toward cultural heritage sites, specifically focusing on the economic valuation of the UNESCO World Heritage Site of Santo Tomas de Villanova Church in Miagao, Iloilo. It begins with introductory questions about awareness of heritage sites in general and knowledge of Miagao Church. Following sections address attitudes toward cultural heritage preservation and valuation questions.
This chapter discusses the use of theory in quantitative, qualitative, and mixed methods research. In quantitative research, theories are tested through hypotheses about relationships between variables. Theories can be placed in different parts of a quantitative study, such as the introduction or literature review. Qualitative research may use theory as a broad explanation, theoretical lens, or generate new theories from data analysis. Mixed methods can include theory deductively through testing or inductively through emerging patterns from data.
The document provides background information on Dante Alighieri and an overview of the structure and content of his epic poem Divine Comedy. It describes the poem's three sections - Inferno, Purgatorio, and Paradiso - and how Inferno is structured into 9 circles of Hell containing sinners who are punished for different sins. It summarizes several Cantos from Inferno, describing the circles and the people or monsters encountered in each circle.
This document provides an overview of narrative inquiry as a research method. It defines narrative inquiry as generating data in the form of stories and typologies of stories. It compares narrative inquiry to other methods and notes that it preserves the complexity and temporal context of lived experience. Examples are provided of narrative inquiry research projects conducted at the University of Sydney, including one exploring narratives around childhood sexual abuse and another exploring motivations for choosing psychology as a career.
Qualitative research aims to understand people's experiences and interpretations of the world. It provides rich, detailed descriptions through methods like interviews, observations, and written responses. The researcher immerses themselves in the topic to understand perspectives without assumptions. Main types include case studies, grounded theory, phenomenology, and ethnography. Data collection involves interactions, written responses, and observations. Analysis begins during data collection to guide further inquiry. The process moves from specific to general understanding through a funnel or inductive approach. Validity is increased through triangulation of multiple data sources, types, and collection methods. Strengths include understanding context, but it is time consuming and results may not generalize. Mixed methods combine qualitative and quantitative approaches at different stages of
Qualitative research involves observing and analyzing non-numerical data to understand meanings, concepts, and descriptions. It allows for an in-depth examination of feelings, motivations, and real-life situations, but the results cannot be generalized to a whole population. There are various types of qualitative research including basic interpretive studies, phenomenological studies, grounded theory studies, case studies, ethnographic studies, narrative analysis, critical research, and postmodern research. Each type has distinct goals and methodologies for data collection and analysis.
Questionnaire:: Necessity of Creativity in Multimedia of Learning art EducationThirah Dehearty
This document is a survey about creativity and multimedia in art education. It collects demographic information and asks respondents questions about whether creativity and multimedia are important in their studies, which multimedia software they use, their perceptions of creativity and how it can be developed individually or in groups, and the effects of using multimedia and being creative in multimedia on their learning, confidence, and ability to apply knowledge.
The document contains a 50 question multiple choice questionnaire about constructivism and concept mapping. Constructivism emphasizes that students actively construct their own knowledge based on their previous experiences. Concept maps were developed by Joseph Novak in the 1970s as a way to organize and represent knowledge through diagrams that show relationships between concepts using labels and arrows. Concept maps are based on constructivist learning theories and help students make connections between prior knowledge and new information in a meaningful way.
This document provides a list of important cultural heritage sites in Lithuania that could be used for educational purposes. It begins with an introduction and then lists several UNESCO World Heritage sites, including the Vilnius Historic Center, the Curonian Spit, Lithuanian cross crafting, and Baltic song and dance celebrations. For the Vilnius Historic Center, it provides a short history and describes its importance as the capital of the Grand Duchy of Lithuania from the 13th to 18th centuries. It then suggests ways the provided UNESCO teaching kit could be adapted to investigate and teach students about the listed cultural heritage sites in Lithuania.
The document discusses a study examining tourists' perceptions and willingness to pay for interpretive services at heritage sites in Lukang, Taiwan. It provides background on interpretive services and their importance for heritage tourism. The study uses a questionnaire survey of 500 tourists and an open-ended contingent valuation method to determine tourists' willingness to pay for interpretive guides. Statistical analysis uses a Box-Cox double-hurdle model to analyze how perceptions, experiences, and socioeconomic factors influence willingness to pay.
Creativity PPT ON ENTERPRENUER MANAGEMENT MBABabasab Patil
The document discusses definitions of creativity, objectives of creativity, and techniques to encourage creativity. It defines creativity as generating new ideas through combining existing concepts in novel ways. The objectives of creative thinking are to think beyond boundaries and rely on imagination. Techniques discussed include divergent and convergent thinking, where divergent thinking aims to generate many ideas and convergent thinking focuses those ideas to reach a solution. Personality traits like curiosity and risk-taking promote divergent thinking.
This document contains a 12-question survey about litter, recycling, and the environment at Cranford school. It asks students to identify common litter items, littered areas of the school, how to improve environmental attitudes, which groups litter most and least, ideas for an environmental sculpture, what materials it would use, what existing school sculptures lack, what can be made from cans and bottles, important environmental messages, and the cleanest school department.
The document discusses Kandy, Sri Lanka, which was designated a UNESCO World Heritage Site in 1988. It highlights several important cultural and architectural attributes of Kandy, including the Temple of the Tooth, the Royal Palace, and various temples and rituals. The document also analyzes tourism data in Kandy, finding that most visitors are from Europe, peak season is July, and both foreign and domestic tourists report high levels of satisfaction with their visits. Some recommendations are made to further improve the tourism experience in Kandy.
This document contains a 12-question survey about litter and recycling at a school called Cranford. The questions ask students about common litter items, locations with the most litter, times when the school is untidiest, ways to improve litter attitudes, who throws the most and least litter, teacher and student efforts to stop litter, good materials for recycling sculptures, potential sculpture topics, whether sculptures have messages, and how the school could improve recycling.
This document contains questions for a system audit questionnaire covering many aspects of an organization's IT environment, systems, and controls. It addresses topics such as the IT infrastructure, organizational structure, control functions, management practices, physical and logical access controls, systems development processes, application controls, and business continuity planning. The goal is to evaluate and identify risks across technical, administrative, and physical security domains.
Creativity Selected Elements QuestionnaireHORAMA3012
This document describes a study that developed and tested the Creativity Selected Elements Questionnaire (CSEQ) to assess creativity in an interactive learning environment. The CSEQ measures 8 elements of creativity based on prior theories. It was administered to 900 students across 3 colleges. Results found associations between creativity and various student demographics like age, gender, and reasons for study. Creativity was also associated with family factors like parents' education and income level. The CSEQ could help identify student strengths to support leadership activities and design creative educational content and environments. However, the reliability of some CSEQ scales was low, indicating room for improvement in the instrument.
A radio questionnaire was completed by 20 people. It asked about their favorite radio stations and what activities they do while listening. The most popular stations were Choice FM, Heart 106.2, Capital FM, Roots FM, and Absolute Radio. Common activities included washing dishes, washing clothes, relaxing, studying, and driving. The questionnaire also contained 7 other unstated questions.
The document is a survey questionnaire being conducted by two UPV students, Nasser Ray Domingo and Rowe Mari Joseph Roquez, for their Economics Research II course. The questionnaire contains various questions regarding awareness of and attitudes toward cultural heritage sites, specifically focusing on the economic valuation of the UNESCO World Heritage Site of Santo Tomas de Villanova Church in Miagao, Iloilo. It begins with introductory questions about awareness of heritage sites in general and knowledge of Miagao Church. Following sections address attitudes toward cultural heritage preservation and valuation questions.
This document discusses ways to demonstrate and assess creativity. It provides definitions of creativity from various sources, such as a novel work that is useful and satisfying to a group. The document outlines that creativity can be assessed carefully through evaluating the creative process or products using criteria, but students should not be graded directly on their creativity. Assessment methods mentioned include product judgement by moderation/consensus, product rating with rubrics, and self-assessment for formative feedback.
Creativity is a mental process involving the generations of new ideas or concepts or new association between existing ideas or concepts.
Creativity involves the generation of new ideas or the recombination of known elements into something new, providing valuable solutions to a problem.
How adults use multimedia in Grabica, Poland – survey 2013Charo Cuart
The survey of 27 adults aged 50+ in rural Grabica district of Poland found that most use mobile phones only for calls and texts. Few use computers or the internet. Of respondents, 18.52% did not own a mobile phone or computer. While some were interested in learning IT skills, 16 people could not or did not want to use computers. Barriers to IT use included cost of equipment and internet access as well as a lack of understanding of its benefits for tasks like job searching. Local organizations were encouraged to demonstrate IT applications to promote use among older adults.
The document contains an 11 question survey about the school environment and sculptures. It asks questions about recycling habits of different departments and year groups, attitudes toward recycling and litter, opinions on existing sculptures and ideas for new sculptures, and the biggest environmental issue at the school. The questions cover topics like which years recycle the most/least, whether the respondent recycles paper and puts rubbish in bins, preferences for types and locations of sculptures, and the largest source of waste at the school.
The document is a creativity questionnaire that asks respondents to rate themselves on statements related to generating ideas, digging deeper into ideas, exploring ideas, and listening to their inner voice. For each category, respondents are to indicate whether statements apply to them as "yes" or "no" and assign a corresponding score from 0 to 3. The questionnaire is intended to help respondents assess their strengths and weaknesses across different aspects of the creative process.
1. The document discusses Tata Photon+, a wireless data card service provided by Tata Teleservices. It provides high-speed internet access through Tata's 3G network.
2. Tata Photon+ can be used with laptops and desktops. It has different pricing plans including prepaid and postpaid options. Tata aims to make the service accessible to a wide range of customer groups.
3. The marketing mix discussion covers the 4Ps - Tata Photon+ offers various features and services (Product), is available at over 1500 owned stores and retailers (Place), has different price plans to suit different budgets (Price), and promotes through TV, magazines and other media (Promotion
QUESTIONNAIRE OF THE INFLUENCE OF ADVERTISEMENT ON CONSUMER CHOICE OF CHILDRE...Rahul Gulaganji
The document is a questionnaire about health drink preferences for children. It contains 12 questions asking about which health drinks parents prefer for their children, how often the drinks are given, what influences purchase decisions, and what changes parents want to see. Questions cover topics like brand and flavor preferences, purchase motivations, perceived effects on children, and expectations for improvements. The goal is to understand parent and child perspectives on popular children's health drink brands.
This study investigated the effects of incorporating creative activities into chemistry lessons on high school students' higher-order thinking skills in the Philippines. Sixty students were randomly assigned to either an instruction with creative activities group or an instruction with no creative activities group. Both groups took a pre-test and post-test to measure higher-order thinking skills. The study found no significant difference in post-test scores or gain scores between the two groups, suggesting that creative activities did not improve higher-order thinking skills more than traditional instruction alone.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
ASSESSING POSTGRADUATE STUDENTS CRITICAL THINKING ABILITYDon Dooley
This study assessed the critical thinking ability of 90 postgraduate students (45 male, 45 female) at The Islamia University of Bahawalpur, Pakistan. Students completed the 40-item Cornell Critical Thinking Test. Analysis found that students correctly answered 42.5% of questions on average, indicating low critical thinking ability. Male students answered 52.5% of questions correctly, while females answered 37.5% correctly. However, a t-test found no statistically significant difference in scores between males and females, suggesting similar critical thinking levels regardless of gender. The study aims to help improve students' critical thinking skills.
These research findings were shared at both the California School Psychology Conference in California and at the American Psychological Association conference in Hawaii in 2013 to give the four-factor model of understanding self and others some validity.
An Array Of Qualitative Data Analysis Tools A Call For Data Analysis Triangu...Angie Miller
This article discusses the importance of using multiple qualitative data analysis techniques, or triangulation, to more fully understand phenomena. It describes seven types of qualitative analysis: constant comparison, keywords-in-context, word count, classical content analysis, domain analysis, taxonomic analysis, and componential analysis. The article outlines when each type should be used and provides examples to distinguish the different analyses. It argues that using various qualitative data analysis methods can help promote rigor in qualitative research in psychology and school psychology specifically.
Difference Between Quantitative And Qualitative ResearchMelanie Smith
The document discusses the differences between quantitative and qualitative research methods. It notes that while there may seem to be little difference to those new to research, scholars see vast differences between the two models. It describes how quantitative research relies on empirical data and statistics while qualitative research is more subjective and naturalistic. The document also discusses how qualitative research has become more rigorous over time in its data collection and analysis, and that a combined or integrated approach using both methods can provide a more comprehensive way to study phenomena.
This document summarizes research from Andy J. Saltarelli on investigating the effects of social context on educational outcomes. It discusses four studies that took diverse approaches: 1) A phenomenological study of the Lost Boys of Sudan that found they developed a cultural hybrid and demonstrated educational resilience. 2) An experiment showing that satisfying belongingness needs can promote online cooperation. 3) An intervention study that closed global participation gaps in MOOCs by addressing social belonging and identity threats. 4) A qualitative study of MOOC faculty sensemaking strategies in open online initiatives. The document advocates for mixed methods and diverse approaches to research on learning in social contexts.
A study on the evaluation of scientific creativity among scienceAlexander Decker
This study evaluated scientific creativity among 31 science teacher candidates in Turkey. The candidates were asked open-ended questions about scientific creativity and how they would advance science. Their responses showed adequate fluency and scientific knowledge, but low flexibility and originality. When asked to self-evaluate, most said their scientific creativity was partially adequate. The study aims to help improve the development of scientific creativity among future teachers.
A study on the evaluation of scientific creativity among scienceAlexander Decker
This study evaluated the scientific creativity of 31 science teacher candidates in Turkey. The candidates were asked to self-assess their scientific creativity and propose how they would advance science given a special power. Their responses demonstrated adequate fluency and scientific knowledge but low flexibility and originality. Most candidates rated their own creativity as partially adequate. The study concluded the candidates lacked understanding of creativity dimensions like flexibility and that developing scientific creativity in teacher training is important.
A Study on the Relationship between Scientific Reasoning and Achievement in C...QUESTJOURNAL
ABSTRACT: Reasoning in psychological perspective may be defined as set of mental processes used to derive inferences or conclusions from premises (Samarapungavan, 2009). Reasoning helps us to generate new knowledge and to organize existing knowledge making it more usable for future mental work. Reasoning therefore becomes central to many forms of thought such as scientific, critical, and creative thinking, argumentation, problem solving, and decision making. Reasoning is an inevitable part of the various aspects of academic inquiry. In this paper, the Investigators tried to find out the relationship between Scientific reasoning and Achievement in Chemistry of Secondary school students for total sample and for the subsample Gender. They also tried to find out whether there exists any significant difference in the Scientific reasoning and Achievement in Chemistry of Secondary school students based on their Gender. Proper statistical techniques were used to collect, standardize and Analyze the data
This document provides an overview of various tests, inventories, and rating scales that have been used to assess creativity. It reviews 14 categories of assessments including biographical inventories, personality tests, divergent thinking tests, work environment scales, projective techniques, and measures of creative accomplishments and activities. The appendix aims to present some of the major existing assessments of creativity but notes it is not a comprehensive list. It focuses on psychometric instruments rather than other assessment methods like interviews.
Motivating students’ learning using word association test and concept mapsToto Dwiarso
The document summarizes a study on motivating students' learning in human biology through the use of word association tests and concept maps. The study was conducted with 8th grade and 12th grade students in Bulgaria. Word association tests were used to elicit students' concepts about "human being" and reveal their conceptual structures. The associations were analyzed and organized into concept maps. Content analysis and concept map construction were then used alongside textbook lessons to maintain student motivation as they learned about different topics in human biology. The results showed differences in the associations provided by the 8th and 12th grade students and indicated that the combined approach helped engage students and support their learning achievements.
Motivating students’ learning using word association test and concept mapsToto Dwiarso
The document summarizes a study on motivating students' learning in human biology through the use of word association tests and concept maps. The study was conducted with 8th grade and 12th grade students in Bulgaria. Word association tests were used to elicit students' concepts about "human being" and reveal their conceptual structures. The associations were analyzed and organized into concept maps. Content analysis and concept map construction were then used alongside textbook lessons to maintain student motivation as they learned about different topics in human biology. The results showed differences in the associations provided by the 8th and 12th grade students and indicated that combining word associations, concept maps, content analysis and discussion can be an effective educational strategy for motivation.
This document provides an overview of the research process from developing a research problem and title to writing the research manuscript. It discusses identifying a problem, formulating objectives and hypotheses, reviewing literature, choosing a research method, selecting respondents, developing instruments, analyzing data, and writing the study. The key aspects of research covered include defining variables, types of research, and ensuring clarity and accuracy in reporting results.
Tutorial on qualitative approaches to learning analytics given by Rebecca Ferguson of The Open University UK at the Learning Analytics Summer Institute (LASI) run by the Society for Learning Analytics Research (SoLAR) at the University of British Columbia (UBC) in Vancouver, Canada, on 17 June 2019
This study examined how social-cognitive factors influence students' interest in research-related careers. The researchers hypothesized that a student's perception of their research environment would impact their research self-efficacy and outcome expectations, which would in turn influence their research interests and career goals. Ninety-nine undergraduate students completed questionnaires assessing these variables. Results found the research environment indirectly influenced interests through its effect on self-efficacy and outcomes expectations. Self-efficacy and outcomes expectations also indirectly impacted goals by influencing interests. This study suggests cognitions like self-efficacy that develop from the undergraduate research experience can shape career interests and decisions during this pivotal period.
Applying MacKinnon S 4Ps To Foster Creative Thinking And Creative Behaviours ...Michele Thomas
This document summarizes a research paper that studied how to foster creative thinking in kindergarten children by applying MacKinnon's 4Ps model of creativity. The 4Ps model examines creativity from the perspective of the person, process, product, and press (environmental factors). The study presented ways to embody the 4Ps model into an educational program for kindergarteners and evaluated the results. It reviewed literature on defining and measuring creativity, including factors like divergent thinking skills, motivation, problem-solving abilities, and the influence of social and cultural environments on creative expression and development. The 4Ps model provides a framework for examining the multifaceted nature of creativity from different angles.
This document discusses how a kindergarten teacher, Ms. Randall, assesses her students during a unit on conservation. She uses a formative assessment approach involving feeding up, feedback, and feed forward. She establishes the purpose of the unit to engage students and guide assessments. Through observation and student work, she provides feedback to understand student learning and inform next steps. Her assessment allows for adjustments to instruction to meet evolving student needs.
The document summarizes a study that aims to use a dual-mapping learning approach to help learners visualize the connection between problem solving and knowledge construction. It discusses relevant literature on problem solving and knowledge construction. It then proposes a conceptual framework and design for a learning tool that uses both argument mapping and concept mapping to model learners' mental processes and knowledge base during problem solving. An evaluation method is outlined to assess the tool's impact on performance and knowledge.
Assessment For Learning In Immersive And Virtual Environments Evidence-Cent...Sabrina Green
1) The document discusses a research program called Assessment for Learning in Immersive Virtual Environments (ALIVE) that examines how 3D immersive virtual environments can be used to provide formative feedback to students.
2) Specifically, the project explores using 3D virtual environments to assess middle school students' science inquiry skills through formative feedback.
3) The goal of the research is to understand how formative feedback in virtual environments affects students' academic achievement, agency, and ability to self-regulate their learning. It aims to contribute evidence for how virtual environments can improve STEM education outcomes.
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Employers’ expectation for soft skills as one of the criteria for undergradu...Thesigan Nadarajan
As coordinator for Bangkok University International (BUI) office of Academic and Professional development that comes under purview of the Dean of BUI, I routinely carry out partnership assessment analyses of universities in different countries. In the process, I have observed how progressive universities creatively change in their undergraduate educational structure according to the demands of the industrial and economic trends in order to remain relevant. One such industrial demand is in the form of the current trend towards the services-centred economy that places more importance on soft skills as one of the criteria for graduate employability. Having technical skills such as in Information Technology (IT) alone does not suffice anymore. Employers are beginning to expect and require the added criteria of soft skills for employment considerations. Even in Malaysia, research findings from studies by researchers like Yusof, H.S.M., Munap, R., Said, N.S.M., Ali, S.R.O., & Mat, K.A., (2017) who in their research entitled, “Employers Perspectives on Graduates Employability Skills: Soft Skills,” proved that there is a positive correlation between soft skills and employee productivity that affects employers perspective on undergraduate employability. Another study by Salleh, K.M., Sulaiman, N.L., Mohamad, M.M., & Sern, L.C., (2016) in their research entitled, “Assessing soft skills components in science and technology programs within Malaysian Technical Universities,” confirms the need for soft skills for the employability of graduates. The objective of this theoretical paper is to highlight current employers’ expectation for soft skills as one of the criteria for undergraduate employability. Therefore, this paper will examine and discuss: 1) What are the current employers’ perceptions of soft skills that undergraduates should possess; 2) What are the roles and meanings of soft skills; 3) How individual factors (gender, socioeconomic status) and contextual factors (industry, work culture, social stability) influences the development of soft skills; 4) How soft skills can be integrated as part of the formal learning cycle; 5) How soft skills can be integrated as part of individual personality development; and lastly, 6) How to measure soft skills before and after undergraduate employment. It is hoped that this paper will create awareness of the current industrial and employers’ employment expectations, and the meaning and role of soft skill as one of the criteria for undergraduate employability.
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CREATIVITY SELECTED ELEMENTS QUESTIONNAIRE (CSEQ): A CREATIVE ASSESSMENT INSTRUMENT FOR INTERACTIVE AND CREATIVE LEARNING ENVIRONMENT
1. 1
CREATIVITY SELECTED ELEMENTS QUESTIONNAIRE (CSEQ): A CREATIVE
ASSESSMENT INSTRUMENT FOR INTERACTIVE AND CREATIVE LEARNING
ENVIRONMENT
Thesigan Nadarajan
Assumption University, Bangkok
Creativity Selected Elements Questionnaire herewith shall be called (CSEQ) as a creative
psychological assessment instrument was developed on the theoretical foundations of “Creative
Product Semantic Scale” by Besemer & Quin (1987) and the “Propulsion Model” by Sternberg,
Kaufman & Pretz (2002). It covered the four innate creativity elements of: Originality, Ingenuity,
Resolution, Synthesis and four external creativity elements of Replication, Redefinition,
Reconstruction, and Reinitiation. CSEQ was applied to study 900 students from three colleges
(Engineering, Architecture and Information Technology) of Nueva Ecija University of Science
and Technology herewith shall be called (NEUST) for: H1o: The significant relationships
between the selected student demographic variables, namely: age, gender, study preference, year
of study, GPA, student reasons for studying their program, and student’s linguistic ability with the
eight creativity elements; H2o: The significant relationships between the selected family
demographic variables, namely: parental family status, family income, and family educational
background with the eight creativity elements. Highlights from the findings of the demographic,
correlational, MANOVA and reliability statistical analyses were: 1) Age, gender, year of study,
student reasons for studying their program, student’s linguistic ability had both positive and
inverse significant relationships to/for creativity; 2) Mother’s educational background and family
income had significant positive and inverse relationships to/for creativity. CSEQ could be: 1) Used
for new student orientation for assessment of student creativity that would enable the development
of creative leadership activities, projects and programs; 2) In the design, implementation and
assessment of creative educational content, methods, strategies and presentations within NEUST
environment; 3) In developing creative-centered experimental hubs for creative designs and
trainings within NEUST environment for those identified with creative forte.
The topic of this current research,
“Creativity Selected Elements Questionnaire
(CSEQ): A Creative Assessment Instrument
for Interactive And Creative Learning
Environment,” was the result of the
researcher’s interest in the study of creativity
in the context of interactive and creative
learning environment. Vernon (1978) notes
that creativity was a buzzword in Educational
Psychology as far back as 1978. It is not
something new in the field of education.
Besides the educational environment, it was
only recently that creativity was explained in
terms of innovation in the work place which
is now becoming crucial for organizational
adaptation and survival. Recognition of
creativity in educational environment and
work place has combined to highlight the
significance of creativity in economic value
and social influence in varied areas of
humanity’s endeavors and achievements that
has evolved to become a need rather than a
want justifying this current study involving
CSEQ, an assessment instrument for
interactive and creative learning environment
(Palmon, 2011).
CSEQ as a creative psychological
assessment instrument was developed on the
theoretical foundations of “Creative Product
Semantic Scale” by Besemer & O’ Quin
(1987) and the “Propulsion Model” by
Sternberg, Kaufman & Pretz (2002). It
covered the four innate creativity elements of:
2. 2
Originality, Ingenuity, Resolution, Synthesis
and four external creativity elements of
Replication, Redefinition, Reconstruction,
and Reinitiation.
CSEQ was applied to study 900 students
from three colleges (Engineering,
Architecture and Information Technology) of
NEUST for testing: H1o: There are
significant relationships between the selected
student demographic variables, namely: age,
gender, study preference, year of study, GPA,
student reasons for studying their program,
and student’s linguistic ability with the eight
creativity elements; H2o: There are
significant relationships between the selected
family demographic variables, namely:
parental family status, family income, and
family educational background with the eight
creativity elements.
Definition of Terms
The definition of terms was provided for the
purpose facilitating a clearer understanding.
NEUST refers to Nueva Ecija University of
Science and Technology which is publicly
funded and is located in Cabanatuan city,
Philippines. CSEQ refers to the Creativity
Selected Elements Questionnaire. Positive
Psychology was envisioned by Seligman and
Csikszentmihalyi (2000) as a means to
motivate a change in the fixation with
repairing the “worst things in life to building
positive qualities.” Strengths and Virtues refer
to the six domains of core virtues, namely:
Wisdom & Knowledge; Courage; Humanity
and Love; Justice; Temperance and
Transcendence. Selected Creativity Elements
refers to the eight innate and external
elements of creativity namely: Originality,
Ingenuity, Resolution, Synthesis, Replication,
Redefinition, Reconstruction, and
Reinitiation. Propulsion model refers to the
external criterion as proposed by Sternberg,
Kaufman & Pretz (2002). Innate creativity
refers to creativity elements of Originality,
Ingenuity, Resolution and Synthesis. External
creativity refers to creativity elements of
Replication, Redefinition, Reconstruction,
and Reinitiation. Originality was defined by
Stokes (1999) as a kind of novelty that was
useful, valuable and generative. Ingenuity,
refers to smartness, originality and innovative
in generating one-of-kind solutions for
problems and needs (Peterson and Seligman,
2004). Resolution allows for the creation of
something which is valuable, logical, useful,
and understandable (Besemer & O’Quin,
1987). Synthesis refers to links that are
constructed between two or more apparently
separate ideas (Sternberg, Kaufman & Pretz,
2002). Replication refers to the known which
is transferred to a new setting” (Sternberg,
Kaufman & Pretz, 2002). Redefinition refers
to the known which is extended in a new
direction (Sternberg, Kaufman & Pretz,
2002). Reconstruction refers to the new life
that is breathed into an approach previously
abandoned (Sternberg, Kaufman & Pretz,
2002). Reinitiation refers to the thinking that
begins at a radically different point from the
current one and takes off in a new direction
(Sternberg, Kaufman & Pretz, 2002).
Literature Review
In the literature review, the researcher
examined the theoretical justifications for: 1)
Contribution of positive psychology through
the six strengths and virtues domains to the
study of creativity (Peterson & Seligman,
2004); 2) The selection of eight creativity
elements used for the development of CSEQ
derived from the “Creative Product Semantic
Scale” by Besemer & Quin (1987) and the
“Propulsion Model” by Sternberg, Kaufman,
& Pretz (2002); 3) The use of each of the
eight elements of creativity (Originality,
Ingenuity, Resolution, Synthesis, Replication,
3. 3
Redefinition, Reconstruction, and
Reinitiation) derived from (Sternberg,
Kaufman & Pretz, 2002); 4) The study of the
demographic variables of the two hypotheses
(Piers, 1968; Kuhn & Holling, 2009).
Method
Research Design
The current study is a causal comparative
research that incorporates descriptive and
inferential analyses methodology to achieve
its objectives.
Participants
A total of 900 participants from three
colleges (Engineering, Architecture and
Information Technology) of NEUST
comprised the study sample. The breakdown
of student demographics consisted of 65.3%
(n=588) male students and 34.7% (N=312)
females. Their ages ranged from 15 to 32
years, with a mean age of 19 years. The
samples for study preferences included
abstract, social sciences, religion, science,
arts, technical and math. In terms of ethnicity,
they were all Pilipino and this was why
ethnicity was not included as a variable in the
demographics as statically it would be
meaningless. A purposive sampling technique
was utilized for data collection as the research
was targeted for the three colleges with seven
study preferences. Participants gave informed
consent prior to answering the questionnaires
which were voluntary and involved no
compensation. Strict confidentiality was
observed to protect privacy
Instrumentation
CSEQ was divided into two sections:
demographics and question items. The
demographic sections were further divided
into: 1) Student; 2) Family; 3) Family
Education Background; 4) Reasons for
Choosing the Program and 5) Student’s
Linguistic Ability categories.
The questions items section consisted of a
Likert scale of 40 items with a five point
responses (1 – Not At All, 2- Seldom, 3 –
Uncertain, 4 – Often, 5 – All the Time).
The item coding consisted of five items for
each of the eight scales of: Originality (items
2, 4, 18, 14, 23); Ingenuity (items 5, 17, 32,
28, 36); Resolution (7, 21, 25, 19, 34);
Synthesis (8, 24, 12, 37, 27); Replication
(items 9, 31, 38, 16, 33); Redefinition (items
10, 29, 35, 22,39); Reconstruction (items 6,
40, 13, 26, 30); and Reinitiation (items 11, 15,
20, 3, 1).
Data Collection Procedures
The data collection process was carried out
in two stages: the pilot study and the actual
data collection. The pilot study of 100 %
(n=300) cases was conducted on forty items.
A Cronbach alpha of .886 (.89) was obtained
which confirmed the participant’s
comprehension of the scale items.
Actual Data Collection
For the actual data collection, a total of
1,050 CSEQ questionnaires were distributed
to the three colleges, each receiving 350
copies. Out of the 1,050 CSEQ questionnaires
were distributed, only 920 were returned to
the researcher. The rest (130 questionnaires)
were either lost or unaccounted for at the time
of the collection. When the 920
questionnaires were individually inspected for
errors, 20 questionnaires were found to be
non-usable due to respondents’ error in
answering. Only 900 valid questionnaires
were utilized for data analysis.
Data Analysis
4. 4
The valid 900 questionnaires (n= 900) were
statistically analyzed for Frequency,
Percentile, Reliability, Pearson Correlation,
MANOVA gender differences output.
Results
Demographic Analysis
The demographics profile of respondents
consisted of two categories namely, student
demographics backgrounds and family
demographics backgrounds. In terms of
student demographics backgrounds, the
sample consisted of 900 students; 65.3%
(n=588) male students and 34.7% (N=312)
females. Their ages ranged from 15 to 32
years, with a mean age of 19 years. In terms
of ethnicity, they were all Pilipino and this
was why ethnicity was not included as a
variable in the demographics as statically it
would be meaningless. Their study
preferences in an ascending order were as
follows: 3.4% (N=31) abstract, 14.4%
(N=130) social sciences, 6.7% (N=60)
religion, 14.4% (N=130) science, 16.6%
(N=149) arts, 25.7% (N=231) technical and
28.8% (N=259) math. In terms of year of
study in ascending order, there were: 18.2%
(N=164) 1st
year, 22.4% (N=202) 2nd
year,
27.8% (N=250) 3rd
year, 21.4% (N=193) 4th
year, 9.7% (N=87) 5th
year and .4% (N=4) 6th
year students. For GPA in ascending order:
6.3% (N=57) were 1.0, 8.0% (N=72) were
1.25, 8.2% (N=74) were 1.50, 8.8% (N=79)
were 1.75, 16.1% (N=145) were 2.0, 16.4%
(N=148) were 2.25, 19.0% (N=171) were
2.50, 16.4% (N=148) were 2.25, 19.0%
(N=171) were 2.50, 12.7% (N=114) were
2.75, 4.1 (N=37) were 3.0 and .3% (N=3)
were 5.0. Their reasons for their choice of
programs were: 26.1% (N=235) considered
them to be their field of interest, 15.8%
(N=142) had related basic knowledge /
experience, 19.1% (N=172) were graduates in
those programs, 26.0% (N=234) saw them as
an opportunity to study and work abroad,
10.8% (N=97) saw them as opportunity to
begin and manage their own businesses and
2.2% (N=20) chose because they felt they
couldn’t find jobs for lesser qualifications. In
terms of linguistics, for spoken languages:
2.3% (N=21) spoke 1, 65.0% (N=585) spoke
2, 9.1% (N=262) spoke 3, 1.3% (N=12) spoke
4 and 2.2% (N=20) spoke 5. In terms of
linguistics, for written languages: 3.8%
(N=34) wrote 1), 68.0% (N=612) wrote 2,
24.4% (N=220) wrote 3, 1.9% (N=17) wrote
4, 1.8% (N=16) wrote 5 and .1% (N=1) wrote
6. For family demographics backgrounds, the
areas covered were parental family status in
ascending order: 91.0% (N=819) were
married, 6.9% (N=62) were separated, .2%
(N=2) were divorced, 1.6% (N=14) were
remarried and .3% (N=3) were orphaned. For
family income in pesos in descending order:
11.4% (N=103) earned >25,000.00, 14.0%
(N=126) earned 20,000 to 25,000.00, 17.0
(N=153) earned 15,000.00 to 20,000.00,
19.7% (N=177) earned 10,000.00 to
15,000.00, 22.1% (N=199) earned 5,000.00 to
10,000.00, 15.8% (N=142) earned < 5000.00
and .1% (N=1) earned 64.00. In terms of
family educational backgrounds for fathers:
5.1% (N=46) were elementary levels, 3.9%
(N=35) were elementary graduates, 8.0%
(N=72) were high school levels, 20.9%
(N=188) were high school graduates, 27.4%
(N=247) were college levels and 34.7%
(N=312) were college graduates. For family
educational backgrounds for mothers: 4.3%
(N=39) were elementary levels, 4.4% (N=40)
were elementary graduates, 7.7% (N=69)
were high school levels, 24.9% (N=224) were
high school graduates, 20.2% (N=182) were
college levels and 38.4% (N=346) were
college graduates.
Reliability Analyses
Prior to computing the eight scales of
CSEQ, Reliability analysis was conducted on
5. 5
the items that represented these scales. The
Cronbach alpha coefficients were: Originality
(.48), Ingenuity (.50), Resolution (.50),
Synthesis (.37) and four external creativity
elements of Replication (.44), Redefinition
(.49), Reconstruction (.35), and Reinitiation
(.32). The computed Cronbach’s alpha
coefficients for all eight scales were a low to
high and ranged from .32 to .50. This was
expected given the small number of items
representing each scale. The computed
Cronbach’s alpha coefficient for the eight
scales of CSEQ was .84. Items are considered
internally consistent if their corrected item-
total correlations (I-T) are ≥ .33 which
represent approximately 10% of the variance
of the total scale accounted for in the analysis.
The corrected item - total correlations (I-T)
were from a low (.47) to high (.64) which
clearly proved internal consistency of the
eight scales of CSEQ that justified its use.
Hypothesis Testing
The results of the two hypotheses testing
were as follows:
H1o: There are significant relationships
between the selected student demographic
variables, namely: age, gender, study
preference, year of study, GPA, student
reasons for studying their program, and
student’s linguistic ability with the eight
creativity elements.
A Correlational analysis of the selected
student demographic of: age, study
preference, year of study, GPA, student
reasons for studying their program, and
student’s linguistic ability with the eight
creativity elements found that: 1) Age had
positive significant relationship with
Replication (r=.088, p<.05); 2) Year of Study
had an inverse significance relationship with
originality (r=-.077, p<.05) and redefinition
(r=-.076, p<.05); 3) Student reasons for
studying their program had positive
significant relationship with Synthesis
(r=.067, p<.05); 4) Student’s linguistic ability
(spoken and written language) had positive
significant relationship with Synthesis
(r=.067, p<.05), (r=.075, p<.05) and
Reinitiation (r=.087, p<.05);
A multivariate analysis of variance
(MANOVA) was employed to test for gender
difference among the eight creativity
elements. The analysis yielded significant
overall gender effect among the eight
creativity elements, multivariate Pillai F Pillai
F (8,890)=2.71, p<.05. However, follow-up
tests of between-subject effects yielded
significant male gender effects for the
creative element of originality F(1,897)=4.91,
p<.05; ingenuity (1,897)=4.70, p<.05;
Replication F(1,897)=7.50, p<.05 and
Reconstruction F(1,897)=11.11, p<.05.
H2o: There are significant relationships
between the selected family demographic
variables, namely: parental family status,
family income, and family educational
background with the eight creativity elements.
A Correlational analysis of the selected
family demographic variables, namely:
parental family status, family income, and
family educational background with the eight
creativity elements found that: 1) Family
educational background (mother’s
background) had a significant positive
relationship with resolution (r=.084, p<.05)
and Redefinition (r=.074, p<.05). 2) Family
income had a significant inverse relationship
with ingenuity (r=-.071, p<.05); resolution
(r=-.077, p<.05); redefinition (r=-.073,
p<.05).
Discussion
The researcher will divide the discussion of
the findings into: 1) Findings from the
6. 6
Demographic analysis; 2) Findings on gender
difference; 3) Findings from Hypothesis one
and 4) Findings from Hypothesis two of this
research.
Demographic Findings
The notable highlight from the demographic
findings is the students’ mean age. The
students’ ages ranged from 15 to 32 years,
with a mean age of 19 years. What does the
mean age indicate? According Stang & Story
(2005), the students are in the adolescent
period that emphasizes on biological,
psychosocial and cognitive changes. And how
does the transitional stage affect adolescence
creativity? Wai, Lubinski, & Benbow (2005)
reports in their longitudinal study that spans
from age 13 to 33, that adolescence are prone
to qualitative accomplishments when
creativity is paired with their preferences.
Thus, the opportunity to inculcate the students
Engineering, Architecture and Information
Technology within NEUST for qualitative
accomplishments by pairing creativity with
their preferences is open by the status of the
students’ mean age.
Discussion of Findings Of Hypothesis 1
Age had positive significant relationship
with Replication (r=.088, p<.05).
What has age to do with creativity element
of replication? Researches related to age and
creativity has pointed out that creativity can
decline or increase with age. (McCrae,
Arenberg, & Costa, 1987). And the creativity
element of replication in which the known is
extended in a new direction, can also decline
or increase with age. In the field of music, it
was found that classical composers were able
to extend their known knowledge in new
directions in terms of “melodic originality,
melodic variation, repertoire popularity,
aesthetic significance, listener accessibility,
performance duration, and thematic size” as
they aged (Simonton, 1991b). Thus, the
students from the colleges of Engineering,
Architecture and Information Technology
within NEUST have the potential to extend
their creativity abilities and skills in new
directions as they mature with age.
Year of Study had an inverse significance
relationship with originality (r=-.077, p<.05)
and redefinition (r=-.076, p<.05).
This specific finding indicates that an
increase in students’ year of study have a
decrease (inverse) in their creativity element
of originality (novelty / generative) and
redefinition (the known is extended in a new
direction) creativity elements. Why? A
possible explanation can be found in an article
by Maisuria (2005) who noted the demise of
creativity (originality / replication) in the
national curriculum of England and Wales
due to the demands of “standardization,
centralization, and vocationalization of
education” that focused on business-education
orientation rather than a student-centered
learning experience. Depending on the year of
study, the students from the colleges of
Engineering, Architecture and Information
Technology within NEUST whose exposure
(lesser / greater) to the demands of
standardization, centralization, and
vocationalization of education may similarly
focus on business-education-orientation and
passing of examinations resulting in the
decline of creativity (originality /
redefinition). Thus, as an institution it is
necessary to strategize towards a balance
between creativity and bureaucratic demands.
Student reasons for studying their program
had positive significant relationship with
Synthesis (r=.067, p<.05).
Student reasons for the choice of their
programs were positively associated with the
7. 7
creativity element of synthesis. Why?
Synthesis involves linking between two or
more apparently separate ideas (Sternberg,
Kaufman & Pretz, 2002). When a student
chose a program, he/she had to determine
between multiple reasons in which each
reason might have multiple advantages and
disadvantages. In making a final decision, the
student had to link (synthesize) the various
reasons, advantages and disadvantages to
derive to a specific reason to support their
final choice. Thus, it is natural for the student
to endorse the creativity element of synthesis.
Student’s linguistic ability (spoken and
written language) had positive significant
relationship with Synthesis (r=.067, p<.05),
(r=.075, p<.05) and Reinitiation (r=.087,
p<.05).
Why was there a positive relationship
between student’s linguistic ability (spoken /
written language) and creativity element of
synthesis? The explanation may be found in
the research done on spoken and written
language. Olofin & Olusoji (2013) concluded
that written and spoken languages are two
different things and requires two different
skills. The students endorsement of synthesis
highlights the fact that different and separate
ideas and skills had to be linked together to
bring about comprehension in communication
(written & spoken). Thus, it was natural for
the students to find a relationship and thereby
endorse their linguistic abilities (written &
spoken) with creativity element of synthesis.
Another important point is that spoken
language in linguistics is always a blending
within a social-cultural background that gives
meanings to words that are used in shared
communications (Samovar & Porter, 1987).
When the students found a positive
relationship between their spoken language
and the creativity element of Reinitiation –
they were endorsing their willingness to
explore shared ideas and meanings in a
different social-cultural linguistic platform
than the one they were in currently. In short,
they are willing to explore new starting points
and directions in their lives (Sternberg, 2006).
Findings On Gender Difference
There was overall gender effect among the
eight creativity elements, multivariate Pillai F
(8,890)=2.71, p<.05. The follow-up tests of
between-subject effects also yielded
significant male gender effects for the
creative element of originality F(1,897)=4.91,
p<.05; ingenuity (1,897)=4.70, p<.05;
Replication F(1,897)=7.50, p<.05 and
Reconstruction F(1,897)=11.11, p<.05. This
finding raises the issue for the need to
develop the female students of the three
colleges who lag behind in the creativity
elements. It is not unusual as females still live
in a ‘Patriarchy world’ (male ruled) in which
the female gender suffers from
discriminations, exploitations and inequalities
which is not helpful for creative
psychological developments (Walby, 1990).
Findings on Hypothesis 2
Family educational background (mother’s
background) had a significant positive
relationship with resolution (r=.084, p<.05)
and Redefinition (r=.074, p<.05).
It is interesting to note that the family
educational background of the fathers had no
significance relationship with the eight
creativity elements. While the family
educational background of the mothers had
significant positive relationships with the
eight creativity elements namely, resolution
and Redefinition. Fasko (2000-2001) in his
article entitled “Education and Creativity” had
pointed out that creativity can be developed
through education as creative activities are
8. 8
instances of learning. This findings together
with the proposal of Fasko establishes that
females living in a Patriarchy world (male-
ruled) can develop creativity through
education. In short, learnings and education
empowers females to be creative (Robinson,
2001).
Family income had a significant inverse
relationship with ingenuity (r=-.071, p<.05);
resolution (r=-.077, p<.05); redefinition (r=-
.073, p<.05.
Kiernan & Mensah (2011) have clearly
shown in their research that parenting styles
and persistent poverty is detrimental to
children’s’ development including creativity.
It is interesting to note in the current research
that an increase in family income (economics)
has an inverse impact on the creativity of
children. How can this be explained? Despite
the abundance of economic resources,
children may decline in ingenuity (smartness,
originality and innovative in generating one-
of-kind solutions for problems and needs) if
they are exposed to poor parenting styles
(Ermisch , Iacovou & Skew, 2011). In short,
though persistent poverty affects creativity -
economic abundance with poor parenting
styles also may lead to a decline in creativity.
Conclusions
The findings of this current research have at
least three immediate uses: 1) It can be used
for new student orientation for assessment of
student strengths that would enable the
development of student leadership activities,
projects and programs; 2) It can be used in the
design, implementation and assessment of
creative educational content, methods,
strategies and presentations within university
environments; 3) It can be used in developing
a creative-centered experimental hubs for
creative designs within a university
environment for those identified with creative
strengths.
Limitations of the Study
The researcher would like to list five
limitations of this study: 1) The single
ethnicity of the sample (Pilipino) only could
limit the objectivity of a wider possible
responses; 2) The CSEQ questionnaire is a
type of self-report measurement which is
dependent on the participants’ truthfulness in
responding to the question items that cannot
be realistically validated. The honesty of the
respondents is accepted in good faith; 3) The
question items can be rephrased and
redesigned according different social-cultural
perspectives that may affect the responses of
the participants. 4) There is the possibility of
additions of more than eight creativity
elements which may prove the present
research to be limited in its coverage of the
scope of creativity elements; 5) There could
be a limitation factor in the findings through
the lack of execution of the CSEQ in other
languages.
Delimitations
The researcher would like to list two
delimitations of this study. 1) CSEQ was
designed for measuring the eight creativity
elements and therefore it cannot be
generalized for other forms of study (i.e.,
personality); 2) The current study was
designed for student population (university
level) and therefore caution must be exercise
in generalizing to other age groups (i.e., high
school).
Due to the above limitations and
delimitations, the findings of this research
should be interpreted with caution. However,
regardless of the above limitations and
delimitations, the study of CSEQ is a new
psychological instrument for measuring the
eight creativity elements but is based on the
9. 9
strong theoretical foundations of established
researches.
Recommendations
The recommendations based on this study
are:
1) Validation of CSEQ instrument within a
multi-cultural population
In order to counter the points of one, three
and five in Limitations, it is recommended
that future research of CSEQ be conducted
within multi-cultural populations.
2) Future studies with different
demographic parameters for generalization
purposes.
In order to counter the point 2 in
Delimitations, it is recommended that future
researches would be designed to include
different demographic parameters (age
groups) for wider generalizations.
Since this research utilizing CSEQ as a
psychological assessment instrument is new,
this research is only meant to be a pilot or
exploratory study for more substantial
research in the area of the eight creativity
11. 11
Setigman, M. E.P., & Csikszentmihalyi, M., (2000). Positive Psychology, the American
Psychological Relationship. lnc. 0003-066X/00/$5.00, Voh 55. No. 1. 5 14 DOI: 10.1037//0003-
066X.55.1.5
Simonton, D. K. (1991b). Emergence and realization of genius: The lives and works of 120
classical composers. Journal of Personality, and Social Psychology, 61, 829–840
Strenberg, R. J., Kaufman, J.C., & Pretz, J.E. (2002). The creativity conundrum: A propulsion
model of kinds of creative contributions. New York: Psychology Press.
Stokes, P.D. (1999). Novelty. In M.Runco & S. Prtizker (Eds), Encyclopedia of creativity, Vol. 2
(pp. 297-304). NY:Academic Press.
Sternberg, R. J., The Nature of Creativity. Creativity Research Journal, 2006, Vol. 18, No. 1,
87–98
Vernon, P. E. 1978. “Review of Creativity Attitude Survey.” See Bachman & Tuckman 1978, pp.
361–62.
Walby, Sylvia, Theorising Patriarchy, Basil Black Well, Oxford, London 1990.
Wai, J., Lubinski, D., & Benbow, C. P. (2005). Creativity and occupational accomplishments
among intellectually precocious youths: An age 13 to age 33 longitudinal study. Journal
of Educational Psychology, 97, 484-492.
14. 14
CREATIVITY: SELECTED ELEMENTS QUESTIONNAIRE (CSEQ)
Dear Participants,
The researcher is currently conducting a research on “Sustainable Educational Development:
Identifying, Describing and Comparing Selected Elements of Creativity that may Promote
Educational Excellence,” and gratefully thank you for your voluntary participation in answering
this questionnaire. All information collected will be kept confidential and secured.
DEMOGRAPHICS
Student’s Demographics
Age Gender Study Preference Year of
Study in
College
GPA
Fill in,
________yrs
Check relevant,
Male__ / Female__
Check relevant,
Arts:___/ Science:
____ / Math: ___ /
Technical: ___ /
Abstract: ___ / Social
Sciences: ___ /
Religion: ___
Check
relevant,
1st
:___
2nd
: ___
3rd
: ___
4th
: ___
5th
: ___
Fill in the correct
answer on the
line below,
1.0 / 1.25 / 1.50 /
1.75 / 2.0 / 2.25 /
2.50 / 2.75 / 3.0 /
5.0 / Inc / D
15. 15
Family Demographics
Parental Family Status
Married (M) / Separated (S) /
Divorced (D) / Remarried (R) /
Orphaned (O)
Family Income
1: 25,000 > / 2: 20,000 – 25,000 / 3: 15,000 – 20,000
4: 10,000 – 15,000 / 5: 5,000 – 10,000 / 6: 5,000 <
Strike off the irrelevant,
M / S / D / R / O
Circle your selection,
1: / 2: / 3: / 4: / 5: / 6:
Family Educational Background
Mother
Check,
Father
Check
Elementary Level Elementary Level
Elementary Graduate Elementary Graduate
High School Level High School Level
High School
Graduate
High School
Graduate
College Level College Level
College Graduate College Graduate
16. 16
Reasons for Choosing the Program
Check relevant,
My field of interest
I have basic knowledge / experience related to this program
Graduates in this program are in demand
Opportunity to study / work abroad
Opportunity to begin and manage my own business
I can’t find jobs for lesser qualifications
Student’s Linguist Ability
Number of Spoken Language
Circle number,
Number of Written Languages
Circle number,
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9
/ 10
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9
/ 10
17. 17
Answering Questions
Please answer all questions by checking your relevant choice in the blank space below the
choices,
1. Have you tried travelling on a different route to reach a same destination?
1 - Not At All 2 - Seldom 3 - Uncertain 4 - Often 5 - All the Time
2. Have you ever chosen an entirely new solution to solve an old repetitive problem?
1 – Not At All 2 - Seldom 3 - Uncertain 4 - Often 5 – All the Time
3. Have you ever tried changing your hair style to have new look?
1 – Not At All 2 - Seldom 3 - Uncertain 4 - Often 5 - All the Time
4. Have you chosen an old solution to solve an entirely new problem?
1 – Not At All 2 - Seldom 3 - Uncertain 4 - Often 5 – All the Time
5. Have you ever thought that in the absence of any other resources, trying to cross a
torrential river on a fallen tree log was a feasible idea?
1 – Not At All 2 - Seldom 3 - Uncertain 4 - Often 5 – All the Time
6. Have you ever considered analyzing a problem by viewing it under different scenarios?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
7. Have you preferred value in quality over cheapness in cost when making decisions for
personal purchases?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
18. 18
8. Have you tried generating a new idea using two existing ideas?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
9. Have you ever wondered whether the performance of the pop group “KARA” can be
replicated in your own country?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
10. Have you tried using “H2o” rather than “water” in your daily conversation?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
11. Have you ever considered moving to a different town or city to restart a same business that
has failed in the current venue?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
12. Have you ever wondered, what is the common link between Hitler, Jack the Ripper and
Nero?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
13. Have you ever tried using bamboo to make arrows, planks for flooring and a spear?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
14. Have you risked venturing into a new and unknown project or business?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
15. Have you considered studying an entirely new course in the event you fail your present
course?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
19. 19
16. Have you considered that a replicated version of a hit song can be equally valuable in price
and quality?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
17. Have you ever thought that you could find a way to cross a field filled with landmines,
poisonous snakes and pitfalls?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
18. Have you supported any law or a group that protects an original work of art, authorship or
music?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
19. Have you tried to understand comprehensively the functions of the products that you
bought?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
20. Have you ever considered learning a foreign language for a new vocational move in your
life?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
21. Have you used logical reasoning during emotional conflicts?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
22. Have you ever been convinced that a same element can be transformed into water, gas, and
ice?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
20. 20
23. Have you bought and used an entirely revolutionary new electronic product that had no
performance track record?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
24. Have you thought that a new religion can be created by combining two or more existing
religions?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
25. Have you considered the usefulness of the things or products you have bought?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
26. Have you tried taking a short story and rewriting it to have a different conclusion but with
the same characters?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
27. Have you ever thought why children became more active after eating more sweets or
chocolates?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
28. Have you ever thought how you can remember a thousand contact names and phone
numbers without any form of gadget aid?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
29. Have you ever tried painting a same picture in water color, charcoal, and oil color?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
30. Have you ever thought that wine can be made out of mango rather than grapes?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
21. 21
31. Have you seen, purchased or owned a replicated art piece?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
32. Have you ever tried to get an income without working, without breaking any laws and
without asking anyone for help?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
33. Have you ever tried replicating a successful activity, project, or business?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
34. Have you ever asked yourself that according to your income status, whether buying a
hummer is logical?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
35. Have you ever thought that Michael Jackson’s portrait in color is the same when it is in
black and white?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
36. Have you ever thought how you can remember a thousand faces without any form of
gadget aid?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
37. Have you ever linked your feeling of freshness with the amount of sleep you have had
daily?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
22. 22
38. Have you ever tried replicating you friends’ successful study methods and strategies?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
39. Have you ever tried singing a same song in country, rock and hip-hop?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
40. Have you ever tried to remake a broken toy into a different one?
1-Not At All 2-Seldom 3-Uncertain 4-Often 5-All the Time
23. 23
APPENDIX B: ITEM CODING FOR CREATIVITY: SELECTED ELEMENTS
QUESTIONNAIRE (CSEQ)
24. 24
ITEM CODING FOR CREATIVITY: SELECTED ELEMENTS QUESTIONNAIRE
No Items Creative Elements
2
4
18
14
23
Have you ever chosen an entirely new solution to solve an
old repetitive problem?
Have you chosen an old solution to solve an entirely new
problem?
Have you supported any law or a group that protects an
original work of art, authorship or music?
Have you risked venturing into a new and unknown project
or business?
Have you bought and used an entirely revolutionary new
electronic product that had no performance track record?
Originality
25. 25
5
17
32
28
36
Have you ever thought that in the absence of any other
resources, trying to cross a torrential river on a fallen tree
log was a feasible idea?
Have you ever thought that you could find a way to cross a
field filled with landmines, poisonous snakes and pitfalls?
Have you ever tried to get an income without working,
without breaking any laws and without asking anyone for
help?
Have you ever thought that it was possible to eat using your
feet while your hands are tied behind your back?
Have you ever thought how you can remember a thousand
contact names and phone numbers without any form of
gadget aid?
Ingenuity
26. 26
7
21
25
19
34
Have you preferred value in quality over cheapness in cost
when making decisions for personal purchases?
Have you used logical reasoning during emotional conflicts?
Have you considered the usefulness of the things or products
you have bought?
Have you tried to understand comprehensively the functions
of the products that you bought?
Have you ever asked yourself that according to your income
status, whether buying a hummer is logical?
Resolution
27. 27
8
24
12
37
27
Have you tried generating a new idea using two existing
ideas?
Have you thought that a new religion can be created by
combining two or more existing religions?
Have you ever wondered, what is the common link between
Hitler, Jack the Ripper and Nero?
Have you ever linked your feeling of freshness with the
amount of sleep you have had daily?
Have you ever thought why children became more active
after eating more sweets or chocolates?
Synthesis
28. 28
9
31
38
16
33
Have you ever wondered whether the performance of the
pop group “KARA” can be replicated in your own country?
Have you seen, purchased or owned a replicated art piece?
Have you ever tried replicating you friends’ successful study
methods and strategies?
Have you considered that a replicated version of a hit song
can be equally valuable in price and quality?
Have you ever tried replicating a successful activity, project,
or business?
Replication
29. 29
10
29
35
22
39
Have you tried using “H2o” rather than “water” in your
daily conversation?
Have you ever tried painting a same picture in water color,
charcoal, and oil color?
Have you ever thought that Michael Jackson’s portrait in
color is the same when it is in black and white?
Have you ever been convinced that a same element can be
transformed into water, gas, and ice?
Have you ever tried singing a same song in country, rock
and hip-hop?
Redefinition
30. 30
6
40
13
26
30
Have you ever considered analyzing a problem by viewing it
under different scenarios?
Have you ever tried to remake a broken toy into a different
one?
Have you ever tried using bamboo to make arrows, planks
for flooring and a spear?
Have you tried taking a short story and rewriting it to have a
different conclusion but with the same characters?
Have you ever thought that wine can be made out of mango
rather than grapes?
Reconstruction
31. 31
11
15
20
3
1
Have you ever considered moving to a different town or city
to restart a same business that has failed in the current
venue?
Have considered studying an entirely new course in the
event you fail your present course?
Have you ever considered learning a foreign language for a
new vocational move in your life?
Have you ever tried changing your hair style to have new
look?
Have you tried travelling on a different route to reach a
same destination?
Reinitiation
37. 37
Remarried 14 1.6 1.6 99.7
Orphaned 3 .3 .3 100.0
Total 900 100.0 100.0
Family Income
Frequency Percent Valid Percent Cumulative
Percent
Valid
25000> 103 11.4 11.4 11.4
20000 - 25000 126 14.0 14.0 25.4
15000 - 20000 153 17.0 17.0 42.4
10000 - 15000 177 19.7 19.7 62.1
5000 - 10000 199 22.1 22.1 84.2
5000< 142 15.8 15.8 100.0
Total 900 100.0 100.0
Father Family Educational Background
Frequency Percent Valid Percent Cumulative
Percent
Valid
Elementary Level 46 5.1 5.1 5.1
Elementary Graduate 35 3.9 3.9 9.0
High School Level 72 8.0 8.0 17.0
High School Graduate 188 20.9 20.9 37.9
College Level 247 27.4 27.4 65.3
College Graduate 312 34.7 34.7 100.0
Total 900 100.0 100.0
38. 38
Mother Family Educational Background
Frequency Percent Valid Percent Cumulative
Percent
Valid
Elementary Level 39 4.3 4.3 4.3
Elementary Graduate 40 4.4 4.4 8.8
High School Level 69 7.7 7.7 16.4
High School Graduate 224 24.9 24.9 41.3
College Level 182 20.2 20.2 61.6
College Graduate 346 38.4 38.4 100.0
Total 900 100.0 100.0
Reasons for Choosing Program
Frequency Percent Valid Percent Cumulative
Percent
Valid
My field of interest 235 26.1 26.1 26.1
I have basic knowledge /
experience related to this
program
142 15.8 15.8 41.9
Graduates in this program
are in demand
172 19.1 19.1 61.0
Opportunity to study / work
abroad
234 26.0 26.0 87.0
Opportunity to begin and
manage my own business
97 10.8 10.8 97.8
I can't find jobs for lesser
qualifications
20 2.2 2.2 100.0
Total 900 100.0 100.0
39. 39
Number of Spoken Languages
Frequency Percent Valid Percent Cumulative
Percent
Valid
1 21 2.3 2.3 2.3
2 585 65.0 65.0 67.3
3 262 29.1 29.1 96.4
4 12 1.3 1.3 97.8
5 20 2.2 2.2 100.0
Total 900 100.0 100.0
Number of Written Languages
Frequency Percent Valid Percent Cumulative
Percent
Valid
1 34 3.8 3.8 3.8
2 612 68.0 68.0 71.8
3 220 24.4 24.4 96.2
4 17 1.9 1.9 98.1
5 16 1.8 1.8 99.9
6 1 .1 .1 100.0
Total 900 100.0 100.0
53. 53
SCALE: RELIABILITY ANALYSIS - PILOT STUDY
Case Processing Summary
N %
Cases
Valid 300 100.0
Excludeda
0 .0
Total 300 100.0
a. Listwise deletion based on all variables
in the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.886 .907 40
54. 54
SCALE: ORIGINALITY
Case Processing Summary
N %
Cases
Valid 900 100.0
Excludeda
0 .0
Total 900 100.0
a. Listwise deletion based on all variables
in the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.484 .485 5
Item Statistics
Mean Std. Deviation N
Have you ever chosen an entirely new solution to
solve an old repetitive problem?
3.0800 1.09516 900
Have you chosen an old solution to solve an
entirely new problem?
2.9489 1.07848 900
Have you supported any law or group that
protects an original work of art, authorship or
music?
2.6867 1.26194 900
55. 55
Have you risked venturing into a new and
unknown project or business?
2.4122 1.16305 900
Have you bought and used an entirely
revolutionary new product that had no
performance track record?
2.3667 1.30414 900
Inter-Item Correlation Matrix
Have you
ever
chosen an
entirely
new
solution to
solve an
old
repetitive
problem?
Have you
chosen an
old
solution to
solve an
entirely
new
problem?
Have you
supported
any law or
group that
protects
an original
work of
art,
authorship
or music?
Have you
risked
venturing
into a new
and
unknown
project or
business?
Have you
bought and
used an
entirely
revolutionary
new product
that had no
performance
track
record?
Have you ever chosen an entirely
new solution to solve an old
repetitive problem?
1.000 .345 .173 .082 .111
Have you chosen an old solution
to solve an entirely new
problem?
.345 1.000 .148 .047 -.006
Have you supported any law or
group that protects an original
work of art, authorship or
music?
.173 .148 1.000 .203 .171
Have you risked venturing into a
new and unknown project or
business?
.082 .047 .203 1.000 .309
Have you bought and used an
entirely revolutionary new
product that had no
performance track record?
.111 -.006 .171 .309 1.000
56. 56
Summary Item Statistics
Mean MinimumMaximum Range Maximum /
Minimum
Variance N of
Items
Item Means 2.699 2.367 3.080 .713 1.301 .100 5
Item Variances 1.402 1.163 1.701 .538 1.462 .057 5
Inter-Item
Correlations
.159 -.006 .345 .352 -53.686 .011 5
Item-Total Statistics
Scale
Mean if
Item
Deleted
Scale
Variance
if Item
Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item
Deleted
Have you ever chosen an entirely
new solution to solve an old
repetitive problem?
10.4144 8.412 .287 .143 .413
Have you chosen an old solution
to solve an entirely new
problem?
10.5456 8.951 .204 .131 .463
Have you supported any law or
group that protects an original
work of art, authorship or
music?
10.8078 7.797 .290 .085 .407
Have you risked venturing into a
new and unknown project or
business?
11.0822 8.218 .279 .120 .416
Have you bought and used an
entirely revolutionary new
product that had no
performance track record?
11.1278 7.931 .245 .117 .441
57. 57
SCALE: INGENUITY
Case Processing Summary
N %
Cases
Valid 900 100.0
Excludeda
0 .0
Total 900 100.0
a. Listwise deletion based on all variables
in the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.499 .558 5
Item Statistics
Mean Std. Deviation N
Have you ever thought that in the absence of any
other resources, trying to cross a torrential river
on a fallen tree log was a feasible idea?
2.6967 1.06736 900
Have you ever thought that you could find a way
to cross a field filled with landmines, poisonous
snakes and pitfalls?
2.5022 2.17146 900
58. 58
Have you tried to get an income without working,
without breaking any laws and without asking
anyone for help?
2.4689 1.29778 900
Have you ever thought how you can remember a
thousand contact names and phone numbers
without any form of gadget aid?
2.4456 1.17080 900
Have you ever thought how you can remember a
thousand faces without any form of gadget aid?
2.4744 1.18030 900
Inter-Item Correlation Matrix
Have you
ever
thought
that in the
absence of
any other
resources,
trying to
cross a
torrential
river on a
fallen tree
log was a
feasible
idea?
Have you
ever
thought
that you
could find
a way to
cross a
field filled
with
landmines,
poisonous
snakes and
pitfalls?
Have you
tried to get
an income
without
working,
without
breaking
any laws
and
without
asking
anyone for
help?
Have you
ever
thought
how you
can
remember
a thousand
contact
names and
phone
numbers
without
any form
of gadget
aid?
Have you
ever
thought
how you
can
remember
a thousand
faces
without
any form
of gadget
aid?
Have you ever thought that in
the absence of any other
resources, trying to cross a
torrential river on a fallen tree
log was a feasible idea?
1.000 .063 .093 .196 .173
Have you ever thought that you
could find a way to cross a field
filled with landmines, poisonous
snakes and pitfalls?
.063 1.000 .131 .174 .134
59. 59
Have you tried to get an income
without working, without
breaking any laws and without
asking anyone for help?
.093 .131 1.000 .225 .252
Have you ever thought how you
can remember a thousand
contact names and phone
numbers without any form of
gadget aid?
.196 .174 .225 1.000 .578
Have you ever thought how you
can remember a thousand faces
without any form of gadget aid?
.173 .134 .252 .578 1.000
Summary Item Statistics
Mean MinimumMaximum Range Maximum /
Minimum
Variance N of
Items
Item Means 2.518 2.446 2.697 .251 1.103 .010 5
Item Variances 2.061 1.139 4.715 3.576 4.139 2.240 5
Inter-Item
Correlations
.202 .063 .578 .515 9.182 .020 5
Item-Total Statistics
Scale
Mean if
Item
Deleted
Scale
Variance
if Item
Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item
Deleted
Have you ever thought that in
the absence of any other
resources, trying to cross a
torrential river on a fallen tree
log was a feasible idea?
9.8911 14.531 .181 .046 .493
60. 60
Have you ever thought that you
could find a way to cross a field
filled with landmines, poisonous
snakes and pitfalls?
10.0856 9.820 .192 .041 .575
Have you tried to get an income
without working, without
breaking any laws and without
asking anyone for help?
10.1189 13.006 .262 .082 .450
Have you ever thought how you
can remember a thousand
contact names and phone
numbers without any form of
gadget aid?
10.1422 12.118 .448 .357 .351
Have you ever thought how you
can remember a thousand faces
without any form of gadget aid?
10.1133 12.259 .422 .353 .364
61. 61
SCALE: RESOLUTION
Case Processing Summary
N %
Cases
Valid 900 100.0
Excludeda
0 .0
Total 900 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.497 .510 5
Item Statistics
Mean Std. Deviation N
Have you preferred value in quality over cheapness in
cost when making decisions for personal purchases?
3.2848 1.45274 900
Have you used logical reasoning during emotional
conflicts?
3.1156 1.07349 900
Have you considered the usefulness of the things or
products you have bought?
3.4067 1.54616 900
62. 62
Have you tried to understand comprehensively the
functions of the products that you bought?
3.2300 1.16177 900
Have you ever asked yourself that according to your
income status, whether buying a hummer is logical?
2.4478 1.21565 900
Inter-Item Correlation Matrix
Have you
preferred
value in
quality
over
cheapness
in cost
when
making
decisions
for
personal
purchases?
Have you
used
logical
reasoning
during
emotional
conflicts?
Have you
considered
the
usefulness
of the
things or
products
you have
bought?
Have you tried
to understand
comprehensively
the functions of
the products that
you bought?
Have you
ever asked
yourself
that
according
to your
income
status,
whether
buying a
hummer is
logical?
Have you preferred value in
quality over cheapness in cost
when making decisions for
personal purchases?
1.000 .149 .149 .173 .086
Have you used logical reasoning
during emotional conflicts?
.149 1.000 .255 .309 .144
Have you considered the
usefulness of the things or
products you have bought?
.149 .255 1.000 .340 .032
Have you tried to understand
comprehensively the functions of
the products that you bought?
.173 .309 .340 1.000 .085
Have you ever asked yourself that
according to your income status,
whether buying a hummer is
logical?
.086 .144 .032 .085 1.000
63. 63
Inter-Item Covariance Matrix
Have you
preferred
value in
quality
over
cheapness
in cost
when
making
decisions
for
personal
purchases?
Have you
used
logical
reasoning
during
emotional
conflicts?
Have you
considered
the
usefulness
of the
things or
products
you have
bought?
Have you tried
to understand
comprehensively
the functions of
the products that
you bought?
Have you
ever asked
yourself
that
according
to your
income
status,
whether
buying a
hummer is
logical?
Have you preferred value in
quality over cheapness in cost
when making decisions for
personal purchases?
2.110 .233 .336 .292 .153
Have you used logical reasoning
during emotional conflicts?
.233 1.152 .423 .385 .187
Have you considered the
usefulness of the things or
products you have bought?
.336 .423 2.391 .612 .060
Have you tried to understand
comprehensively the functions of
the products that you bought?
.292 .385 .612 1.350 .119
Have you ever asked yourself that
according to your income status,
whether buying a hummer is
logical?
.153 .187 .060 .119 1.478
64. 64
Summary Item Statistics
Mean MinimumMaximum Range Maximum /
Minimum
Variance N of Items
Item Means 3.097 2.448 3.407 .959 1.392 .143 5
Item Variances 1.696 1.152 2.391 1.238 2.075 .279 5
Inter-Item
Correlations
.172 .032 .340 .308 10.632 .010 5
Item-Total Statistics
Scale Mean
if Item
Deleted
Scale
Variance if
Item
Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item
Deleted
Have you preferred value in quality
over cheapness in cost when
making decisions for personal
purchases?
12.2000 9.944 .221 .050 .479
Have you used logical reasoning
during emotional conflicts?
12.3692 10.472 .354 .140 .400
Have you considered the usefulness
of the things or products you have
bought?
12.0781 8.829 .311 .147 .414
Have you tried to understand
comprehensively the functions of
the products that you bought?
12.2548 9.916 .385 .179 .374
Have you ever asked yourself that
according to your income status,
whether buying a hummer is
logical?
13.0370 11.565 .126 .027 .526
65. 65
SCALE: SYNTHESIS
Case Processing Summary
N %
Cases
Valid 900 100.0
Excludeda
0 .0
Total 900 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.374 .386 5
Item Statistics
Mean Std. Deviation N
Have you tried generating a new idea using two
existing ideas?
3.2011 1.66044 900
Have you thought that a new religion can be created
by combining two or more existing religions?
2.2878 1.19810 900
Have you ever wondered, what is the common link
between Hitler, Jack the Ripper and Nero?
2.2622 1.17450 900
Have you ever linked your feeling of freshness with
the amount of sleep you have had daily?
3.1144 1.55765 900
66. 66
Have you ever thought why children became more
active after eating more sweets or chocolates?
3.1000 1.25369 900
Inter-Item Correlation Matrix
Have you
tried
generating
a new idea
using two
existing
ideas?
Have you
thought that
a new
religion can
be created
by
combining
two or
more
existing
religions?
Have you
ever
wondered,
what is the
common
link
between
Hitler, Jack
the Ripper
and Nero?
Have you
ever linked
yor feeling
of freshness
with the
amount of
sleep you
have had
daily?
Have you
ever
thought
why
children
became
more active
after eating
more
sweets or
chocolates?
Have you tried generating a new
idea using two existing ideas?
1.000 .030 .072 .109 .130
Have you thought that a new
religion can be created by
combining two or more existing
religions?
.030 1.000 .250 .077 .118
Have you ever wondered, what is
the common link between Hitler,
Jack the Ripper and Nero?
.072 .250 1.000 .039 .058
Have you ever linked your feeling
of freshness with the amount of
sleep you have had daily?
.109 .077 .039 1.000 .236
Have you ever thought why
children became more active after
eating more sweets or chocolates?
.130 .118 .058 .236 1.000
67. 67
Inter-Item Covariance Matrix
Have you
tried
generating
a new idea
using two
existing
ideas?
Have you
thought that
a new
religion can
be created
by
combining
two or
more
existing
religions?
Have you
ever
wondered,
what is the
common
link
between
Hitler, Jack
the Ripper
and Nero?
Have you
ever linked
yor feeling
of freshness
with the
amount of
sleep you
have had
daily?
Have you
ever
thought
why
children
became
more active
after eating
more
sweets or
chocolates?
Have you tried generating a new
idea using two existing ideas?
2.757 .060 .141 .282 .270
Have you thought that a new
religion can be created by
combining two or more existing
religions?
.060 1.435 .352 .143 .177
Have you ever wondered, what is
the common link between Hitler,
Jack the Ripper and Nero?
.141 .352 1.379 .071 .086
Have you ever linked your feeling
of freshness with the amount of
sleep you have had daily?
.282 .143 .071 2.426 .461
Have you ever thought why
children became more active after
eating more sweets or chocolates?
.270 .177 .086 .461 1.572
68. 68
Summary Item Statistics
Mean MinimumMaximum Range Maximum /
Minimum
Variance N of Items
Item Means 2.793 2.262 3.201 .939 1.415 .225 5
Item Variances 1.914 1.379 2.757 1.378 1.999 .401 5
Inter-Item
Correlations
.112 .030 .250 .220 8.289 .006 5
Item-Total Statistics
Scale Mean
if Item
Deleted
Scale
Variance if
Item
Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item
Deleted
Have you tried generating a new
idea using two existing ideas?
10.7644 9.393 .148 .027 .366
Have you thought that a new
religion can be created by
combining two or more existing
religions?
11.6778 10.757 .186 .075 .325
Have you ever wondered, what is
the common link between Hitler,
Jack the Ripper and Nero?
11.7033 10.976 .167 .067 .338
Have you ever linked your feeling
of freshness with the amount of
sleep you have had daily?
10.8511 9.315 .201 .064 .311
Have you ever thought why
children became more active after
eating more sweets or chocolates?
10.8656 10.094 .250 .077 .277
69. 69
SCALE: REPLICATION
Case Processing Summary
N %
Cases
Valid 900 100.0
Excludeda
0 .0
Total 900 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.440 .459 5
Item Statistics
Mean Std. Deviation N
Have you ever wondered whether the
performance of the pop group "KARA" can be
replicated in your own country?
2.2844 1.53389 900
Have you seen, purchased owned a replicated art
piece?
2.4256 1.36621 900
Have you ever tried replicating your friends'
successful study methods and strategies?
2.7222 1.18413 900
70. 70
Have you considered that a replicated version of
a hit song can be equally valuable in price and
quality?
2.4989 1.60471 900
Have you ever tried replicating a successful
activity, project, or business?
2.5667 1.21586 900
Inter-Item Correlation Matrix
Have you
ever
wondered
whether the
performance
of the pop
group
"KARA"
can be
replicated in
your own
country?
Have you
seen,
purchased
owned a
replicated
art piece?
Have you
ever tried
replicating
your
friends'
successful
study
methods
and
strategies?
Have you
considered
that a
replicated
version of a
hit song
can be
equally
valuable in
price and
quality?
Have you
ever tried
replicating
a
successful
activity,
project, or
business?
Have you ever wondered whether
the performance of the pop group
"KARA" can be replicated in your
own country?
1.000 .114 .020 .093 .113
Have you seen, purchased owned a
replicated art piece?
.114 1.000 .169 .123 .301
Have you ever tried replicating
your friends' successful study
methods and strategies?
.020 .169 1.000 .116 .261
Have you considered that a
replicated version of a hit song can
be equally valuable in price and
quality?
.093 .123 .116 1.000 .138
Have you ever tried replicating a
successful activity, project, or
business?
.113 .301 .261 .138 1.000
71. 71
Inter-Item Covariance Matrix
Have you
ever
wondered
whether the
performance
of the pop
group
"KARA"
can be
replicated in
your own
country?
Have you
seen,
purchased
owned a
replicated
art piece?
Have you
ever tried
replicating
your
friends'
successful
study
methods
and
strategies?
Have you
considered
that a
replicated
version of a
hit song
can be
equally
valuable in
price and
quality?
Have you
ever tried
replicating
a
successful
activity,
project, or
business?
Have you ever wondered whether
the performance of the pop group
"KARA" can be replicated in your
own country?
2.353 .239 .037 .229 .210
Have you seen, purchased owned a
replicated art piece?
.239 1.867 .274 .269 .501
Have you ever tried replicating
your friends' successful study
methods and strategies?
.037 .274 1.402 .221 .376
Have you considered that a
replicated version of a hit song can
be equally valuable in price and
quality?
.229 .269 .221 2.575 .270
Have you ever tried replicating a
successful activity, project, or
business?
.210 .501 .376 .270 1.478
72. 72
Summary Item Statistics
Mean MinimumMaximum Range Maximum /
Minimum
Variance N of Items
Item Means 2.500 2.284 2.722 .438 1.192 .026 5
Item Variances 1.935 1.402 2.575 1.173 1.836 .270 5
Inter-Item
Correlations
.145 .020 .301 .281 14.859 .006 5
Item-Total Statistics
Scale Mean
if Item
Deleted
Scale
Variance if
Item
Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item
Deleted
Have you ever wondered whether
the performance of the pop group
"KARA" can be replicated in your
own country?
10.2133 11.142 .140 .025 .457
Have you seen, purchased owned a
replicated art piece?
10.0722 10.494 .290 .111 .341
Have you ever tried replicating
your friends' successful study
methods and strategies?
9.7756 11.709 .224 .083 .391
Have you considered that a
replicated version of a hit song can
be equally valuable in price and
quality?
9.9989 10.373 .191 .037 .421
Have you ever tried replicating a
successful activity, project, or
business?
9.9311 10.736 .340 .148 .315
73. 73
SCALE: REDEFINITION
Case Processing Summary
N %
Cases
Valid 900 100.0
Excludeda
0 .0
Total 900 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.492 .497 5
Item Statistics
Mean Std. Deviation N
Have you tried using "H2o" rather than "water"
in your daily conversation?
2.3022 1.42978 900
Have you ever tried painting a same picture in
water color, charcoal, and oil color?
2.6767 1.22493 900
Have you ever thought that Michael Jackson's
portrait in color is the same when it is in black
and white?
2.5156 1.40268 900
74. 74
Have you ever been convinced that a same
element can be transformed into water, gas, and
ice?
2.7167 1.22939 900
Have you ever tried singing a same song in
country, rock, and hip-hop?
2.9478 1.23201 900
Inter-Item Correlation Matrix
Have you
tried using
"H2o" rather
than "water"
in your daily
conversation?
Have you
ever tried
painting a
same
picture in
water
color,
charcoal,
and oil
color?
Have you
ever
thought
that
Michael
Jackson's
portrait in
color is the
same when
it is in
black and
white?
Have you
ever been
convinced
that a same
element can
be
transformed
into water,
gas, and
ice?
Have you
ever tried
singing a
same song
in country,
rock, and
hip-hop?
Have you tried using "H2o" rather
than "water" in your daily
conversation?
1.000 .087 .156 .145 .080
Have you ever tried painting a
same picture in water color,
charcoal, and oil color?
.087 1.000 .201 .159 .270
Have you ever thought that
Michael Jackson's portrait in color
is the same when it is in black and
white?
.156 .201 1.000 .169 .194
Have you ever been convinced that
a same element can be transformed
into water, gas, and ice?
.145 .159 .169 1.000 .190
Have you ever tried singing a same
song in country, rock, and hip-
hop?
.080 .270 .194 .190 1.000
75. 75
Inter-Item Covariance Matrix
Have you
tried using
"H2o" rather
than "water"
in your daily
conversation?
Have you
ever tried
painting a
same
picture in
water
color,
charcoal,
and oil
color?
Have you
ever
thought
that
Michael
Jackson's
portrait in
color is the
same when
it is in
black and
white?
Have you
ever been
convinced
that a same
element can
be
transformed
into water,
gas, and
ice?
Have you
ever tried
singing a
same song
in country,
rock, and
hip-hop?
Have you tried using "H2o" rather
than "water" in your daily
conversation?
2.044 .152 .313 .255 .141
Have you ever tried painting a
same picture in water color,
charcoal, and oil color?
.152 1.500 .346 .240 .408
Have you ever thought that
Michael Jackson's portrait in color
is the same when it is in black and
white?
.313 .346 1.967 .291 .335
Have you ever been convinced that
a same element can be transformed
into water, gas, and ice?
.255 .240 .291 1.511 .288
Have you ever tried singing a same
song in country, rock, and hip-
hop?
.141 .408 .335 .288 1.518
Summary Item Statistics
Mean MinimumMaximum Range Maximum /
Minimum
Variance N of Items
Item Means 2.632 2.302 2.948 .646 1.280 .058 5
Item Variances 1.708 1.500 2.044 .544 1.362 .075 5
76. 76
Inter-Item
Correlations
.165 .080 .270 .190 3.366 .003 5
Item-Total Statistics
Scale Mean
if Item
Deleted
Scale
Variance if
Item
Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item
Deleted
Have you tried using "H2o" rather
than "water" in your daily
conversation?
10.8567 10.312 .188 .041 .493
Have you ever tried painting a
same picture in water color,
charcoal, and oil color?
10.4822 10.288 .292 .105 .421
Have you ever thought that
Michael Jackson's portrait in color
is the same when it is in black and
white?
10.6433 9.542 .297 .089 .415
Have you ever been convinced that
a same element can be transformed
into water, gas, and ice?
10.4422 10.423 .270 .074 .434
Have you ever tried singing a same
song in country, rock, and hip-hop?
10.2111 10.218 .298 .111 .417
77. 77
SCALE: RECONSTRUCTION
Case Processing Summary
N %
Cases
Valid 899 99.9
Excludeda
1 .1
Total 900 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.346 .392 5
Item Statistics
Mean Std. Deviation N
Have you ever considered analyzing a problem
by viewing it under different scenarios?
3.2970 1.31536 899
Have you tried to remake a broken toy into a
different one?
3.0189 1.21364 899
Have you ever tried using bamboo to make
arrows, planks for flooring and a spear?
2.3526 1.15657 899
78. 78
Have you tried taking a short story and rewriting
it to have a different conclusion but with the
same characters?
2.8621 2.46871 899
Have you ever thought that wine can be made out
of mango rather than grapes?
2.6352 1.70494 899
Inter-Item Correlation Matrix
Have you
ever
considered
analyzing a
problem by
viewing it
under
different
scenarios?
Have you
tried to
remake a
broken toy
into a
different
one?
Have you
ever tried
using
bamboo to
make
arrows,
planks for
flooring
and a
spear?
Have you
tried taking
a short
story and
rewriting it
to have a
different
conclusion
but with the
same
characters?
Have you
ever
thought
that wine
can be
made out of
mango
rather than
grapes?
Have you ever considered
analyzing a problem by viewing it
under different scenarios?
1.000 .112 .058 .008 .039
Have you tried to remake a broken
toy into a different one?
.112 1.000 .201 .135 .183
Have you ever tried using bamboo
to make arrows, planks for flooring
and a spear?
.058 .201 1.000 .104 .191
Have you tried taking a short story
and rewriting it to have a different
conclusion but with the same
characters?
.008 .135 .104 1.000 .112
Have you ever thought that wine
can be made out of mango rather
than grapes?
.039 .183 .191 .112 1.000
79. 79
Inter-Item Covariance Matrix
Have you
ever
considered
analyzing a
problem by
viewing it
under
different
scenarios?
Have you
tried to
remake a
broken toy
into a
different
one?
Have you
ever tried
using
bamboo to
make
arrows,
planks for
flooring
and a
spear?
Have you
tried taking
a short
story and
rewriting it
to have a
different
conclusion
but with the
same
characters?
Have you
ever
thought
that wine
can be
made out of
mango
rather than
grapes?
Have you ever considered
analyzing a problem by viewing it
under different scenarios?
1.730 .179 .088 .027 .087
Have you tried to remake a broken
toy into a different one?
.179 1.473 .282 .406 .378
Have you ever tried using bamboo
to make arrows, planks for flooring
and a spear?
.088 .282 1.338 .297 .376
Have you tried taking a short story
and rewriting it to have a different
conclusion but with the same
characters?
.027 .406 .297 6.095 .472
Have you ever thought that wine
can be made out of mango rather
than grapes?
.087 .378 .376 .472 2.907
Summary Item Statistics
Mean MinimumMaximum Range Maximum /
Minimum
Variance N of Items
Item Means 2.833 2.353 3.297 .944 1.401 .130 5
Item Variances 2.708 1.338 6.095 4.757 4.556 3.967 5
80. 80
Inter-Item
Correlations
.114 .008 .201 .193 24.564 .004 5
Item-Total Statistics
Scale Mean
if Item
Deleted
Scale
Variance if
Item
Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item
Deleted
Have you ever considered
analyzing a problem by viewing it
under different scenarios?
10.8687 16.232 .072 .014 .363
Have you tried to remake a broken
toy into a different one?
11.1468 14.762 .267 .082 .243
Have you ever tried using bamboo
to make arrows, planks for flooring
and a spear?
11.8131 15.301 .230 .070 .270
Have you tried taking a short story
and rewriting it to have a different
conclusion but with the same
characters?
11.3037 10.227 .152 .031 .362
Have you ever thought that wine
can be made out of mango rather
than grapes?
11.5306 13.191 .212 .064 .258
81. 81
SCALE: REINITIATION
Case Processing Summary
N %
Cases
Valid 900 100.0
Excludeda
0 .0
Total 900 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.320 .389 5
Item Statistics
Mean Std. Deviation N
Have you ever considered moving to a different
town or city to restart a same business that has
failed in the current venue?
2.0811 1.17779 900
Have you considered studying an entirely new
course in the event you fail your present course?
2.2556 1.29825 900
Have you considered learning a foreign language
for a new vocational move in your life?
3.1400 1.33005 900
82. 82
Have you ever tried changing your hair style to
have a new look?
3.1900 2.61137 900
Have you tried travelling on a different route to
reach a same destination?
2.9033 1.38102 900
Inter-Item Correlation Matrix
Have you
ever
considered
moving to
a different
town or
city to
restart a
same
business
that has
failed in
the current
venue?
Have you
considered
studying an
entirely
new course
in the event
you fail
your
present
course?
Have you
considered
learning a
foreign
language
for a new
vocational
move in
your life?
Have you
ever tried
changing
your hair
style to
have a new
look?
Have you
tried
travelling
on a
different
route to
reach a
same
destination?
Have you ever considered moving
to a different town or city to restart
a same business that has failed in
the current venue?
1.000 .269 .137 .027 .125
Have you considered studying an
entirely new course in the event
you fail your present course?
.269 1.000 .163 .014 .030
Have you considered learning a
foreign language for a new
vocational move in your life?
.137 .163 1.000 .072 .149
Have you ever tried changing your
hair style to have a new look?
.027 .014 .072 1.000 .144
Have you tried travelling on a
different route to reach a same
destination?
.125 .030 .149 .144 1.000
83. 83
Inter-Item Covariance Matrix
Have you
ever
considered
moving to a
different
town or
city to
restart a
same
business
that has
failed in the
current
venue?
Have you
considered
studying an
entirely
new course
in the event
you fail
your
present
course?
Have you
considered
learning a
foreign
language
for a new
vocational
move in
your life?
Have you
ever tried
changing
your hair
style to
have a new
look?
Have you
tried
travelling
on a
different
route to
reach a
same
destination?
Have you ever considered moving
to a different town or city to restart
a same business that has failed in
the current venue?
1.387 .411 .214 .084 .203
Have you considered studying an
entirely new course in the event
you fail your present course?
.411 1.685 .282 .046 .054
Have you considered learning a
foreign language for a new
vocational move in your life?
.214 .282 1.769 .250 .274
Have you ever tried changing your
hair style to have a new look?
.084 .046 .250 6.819 .519
Have you tried travelling on a
different route to reach a same
destination?
.203 .054 .274 .519 1.907
Summary Item Statistics
Mean Minimum Maximum Range Maximum /
Minimum
Variance N of Items
Item Means 2.714 2.081 3.190 1.109 1.533 .264 5
84. 84
Item Variances 2.714 1.387 6.819 5.432 4.916 5.304 5
Inter-Item
Correlations
.113 .014 .269 .255 19.828 .006 5
Item-Total Statistics
Scale Mean
if Item
Deleted
Scale
Variance if
Item
Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item
Deleted
Have you ever considered moving
to a different town or city to restart
a same business that has failed in
the current venue?
11.4889 15.031 .200 .092 .253
Have you considered studying an
entirely new course in the event
you fail your present course?
11.3144 14.970 .158 .089 .275
Have you considered learning a
foreign language for a new
vocational move in your life?
10.4300 14.430 .202 .056 .243
Have you ever tried changing your
hair style to have a new look?
10.3800 9.624 .111 .023 .398
Have you tried travelling on a
different route to reach a same
destination?
10.6667 14.236 .201 .051 .241
98. 98
Sig. (2-
tailed)
.309 .180 .000 .000 .000 .000 .000 .000 .000
N 899 899 899 899 899 899 899 899 899 899
Reinitiati
on
Pearso
n
Correla
tion
.087**
.048 .428**
.291**
.320**
.299**
.307**
.368**
.349**
1
Sig. (2-
tailed)
.009 .150 .000 .000 .000 .000 .000 .000 .000
N 900 900 900 900 900 900 900 900 899 900
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
99. 99
GENERAL LINEAR MODEL (MANOVA) GENDER DIFFERENCE BETWEEN THE
EIGHT CREATIVITY ELEMENTS
Between-Subjects Factors
Value Label N
Gender
1.00 Male 587
2.00 Female 312
Box's Test of Equality of
Covariance Matricesa
Box's M 114.463
F 3.146
df1 36
df2 1419800.525
Sig. .000
100. 100
Multivariate Testsa
Effect Value F Hypothesis df Error df Sig.
Intercept
Pillai's Trace .962 2833.707b
8.000 890.000 .000
Wilks' Lambda .038 2833.707b
8.000 890.000 .000
Hotelling's Trace 25.472 2833.707b
8.000 890.000 .000
Roy's Largest Root 25.472 2833.707b
8.000 890.000 .000
Gender
Pillai's Trace .024 2.710b
8.000 890.000 .006
Wilks' Lambda .976 2.710b
8.000 890.000 .006
Hotelling's Trace .024 2.710b
8.000 890.000 .006
Roy's Largest Root .024 2.710b
8.000 890.000 .006
a. Design: Intercept + Gender
b. Exact statistic
Levene's Test of Equality of Error Variancesa
F df1 df2 Sig.
Originality .333 1 897 .564
Ingenuity 1.716 1 897 .190
Resolution 1.112 1 897 .292
Synthesis 1.251 1 897 .264
Replication 3.244 1 897 .072
Redefinition .463 1 897 .496
Reconstruction 1.863 1 897 .173
Reinitiation .060 1 897 .806
Tests the null hypothesis that the error variance of the dependent
variable is equal across groups.
a. Design: Intercept + Gender