The Creative Problem-Solving Skills Test: Development and Initial Validation
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| Title: | The Creative Problem-Solving Skills Test: Development and Initial Validation |
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| Language: | English |
| Authors: | Eyüp Yurt (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2025 13(3):761-790. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Creativity Tests, Creativity, Creative Thinking, Problem Solving, Test Construction, Test Validity, Test Reliability, Content Validity, College Students, Factor Analysis, Goodness of Fit, Test Items |
| ISSN: | 2147-611X |
| Abstract: | This study aimed to develop and validate the Creative Problem-Solving Skills Test (CPSS-T), grounded in Torrance's creativity theory, to assess these skills in university students. The CPSS-T consists of five open-ended question types, each designed to measure different aspects of creative problem-solving: Alternative Use, Hypothetical Scenario, Problem-Solving, Visual Interpretation, and Future Design. Content validity was ensured through expert feedback from six specialists in educational psychology and creativity. The test was administered to a sample of 1007 university students to conduct its validity and reliability analyses. Confirmatory factor analysis (CFA) indicated adequate model fit, supporting the construct validity of the test in alignment with Torrance's theoretical framework. The CPSS-T also demonstrated strong convergent and discriminant validity. Reliability analysis revealed high internal consistency, with Cronbach's alpha and Omega values as follows: Alternative Use ([alpha] = 0.87, [omega] = 0.87), Hypothetical Scenario ([alpha] = 0.85, [omega] = 0.85), Problem-Solving ([alpha] = 0.90, [omega] = 0.91), Visual Interpretation ([alpha] = 0.74, [omega] = 0.74), Future Design ([alpha] = 0.67, [omega] = 0.67), and the overall test ([alpha] = 0.93, [omega] = 0.85). Item-total correlations ranged from 0.511 to 0.812, indicating a strong alignment of the items with the overall test construct. Additionally, the CPSS-T showed significant differences between the upper and lower groups for all items, demonstrating robust discriminatory power at the item level. Criterion-related validity was assessed using the Scientific Creativity Test, revealing significant positive correlations (r = 0.62, p < 0.01), further establishing the CPSS-T as a reliable and valid tool for measuring creative problem-solving skills in university students. These findings suggest that the CPSS-T, supported by Torrance's creativity theory, is a psychometrically sound instrument that educators can use to evaluate and foster creative problem-solving skills in students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475749 |
| Database: | ERIC |
| Abstract: | This study aimed to develop and validate the Creative Problem-Solving Skills Test (CPSS-T), grounded in Torrance's creativity theory, to assess these skills in university students. The CPSS-T consists of five open-ended question types, each designed to measure different aspects of creative problem-solving: Alternative Use, Hypothetical Scenario, Problem-Solving, Visual Interpretation, and Future Design. Content validity was ensured through expert feedback from six specialists in educational psychology and creativity. The test was administered to a sample of 1007 university students to conduct its validity and reliability analyses. Confirmatory factor analysis (CFA) indicated adequate model fit, supporting the construct validity of the test in alignment with Torrance's theoretical framework. The CPSS-T also demonstrated strong convergent and discriminant validity. Reliability analysis revealed high internal consistency, with Cronbach's alpha and Omega values as follows: Alternative Use ([alpha] = 0.87, [omega] = 0.87), Hypothetical Scenario ([alpha] = 0.85, [omega] = 0.85), Problem-Solving ([alpha] = 0.90, [omega] = 0.91), Visual Interpretation ([alpha] = 0.74, [omega] = 0.74), Future Design ([alpha] = 0.67, [omega] = 0.67), and the overall test ([alpha] = 0.93, [omega] = 0.85). Item-total correlations ranged from 0.511 to 0.812, indicating a strong alignment of the items with the overall test construct. Additionally, the CPSS-T showed significant differences between the upper and lower groups for all items, demonstrating robust discriminatory power at the item level. Criterion-related validity was assessed using the Scientific Creativity Test, revealing significant positive correlations (r = 0.62, p < 0.01), further establishing the CPSS-T as a reliable and valid tool for measuring creative problem-solving skills in university students. These findings suggest that the CPSS-T, supported by Torrance's creativity theory, is a psychometrically sound instrument that educators can use to evaluate and foster creative problem-solving skills in students. |
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| ISSN: | 2147-611X |
