Xu, Shiyu;
Reiss, Michael J;
Lodge, Wilton;
(2025)
Validation and Use of the Comprehensive Scientific Creativity Assessment (C-SCA) Instrument for Secondary School Students.
Creativity Research Journal
pp. 1-18.
10.1080/10400419.2024.2448995.
(In press).
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Abstract
This study evaluates the reliability and validity of the Comprehensive Scientific Creativity Assessment (C-SCA) instrument by implementing necessary modifications, extending the sample size, and providing a clear and objective scoring process. A total of 347 participants from a secondary school in China completed two scientific creativity assessments, using the two versions of the C-SCA. The results indicate acceptable reliability and validity for both versions. Descriptive analyses revealed that males and only children (those with no siblings) performed better in scientific knowledge, while children from affluent backgrounds exhibited higher intrinsic motivation in scientific creativity. However, no significant demographic differences were observed in divergent or convergent thinking performance. Scientific knowledge scores varied significantly according to the educational level and occupation of students’ mothers. This study also found that divergent and convergent thinking mutually promoted each other, while extrinsic motivation negatively affected divergent thinking and scientific knowledge enhanced convergent thinking. This research offers valuable insights into scientific creativity assessment by validating the C-SCA and proposing a clear scoring process. By investigating the impact of demographic variations on scientific creativity and elucidating the relationships among the components of scientific creativity, the study provides educators with practical recommendations for fostering creativity in science education.
| Type: | Article |
|---|---|
| Title: | Validation and Use of the Comprehensive Scientific Creativity Assessment (C-SCA) Instrument for Secondary School Students |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/10400419.2024.2448995 |
| Publisher version: | https://doi.org/10.1080/10400419.2024.2448995 |
| Language: | English |
| Additional information: | © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-ncnd/4.0/). |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10203072 |
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