El test de creatividad (TCI)evaluando la creatividad mediante una tarea de encontrar problemas

  1. Manuela Romo 1
  2. Vicente Alfonso-Benlliure 2
  3. Maria-Jose Sanchez-Ruiz 3
  1. 1 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  3. 3 Lebanese American University
    info

    Lebanese American University

    Beirut, Líbano

    ROR https://ror.org/00hqkan37

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Journal:
Psicología educativa

ISSN: 1135-755X

Year of publication: 2016

Volume: 22

Issue: 2

Pages: 93-101

Type: Article

DOI: 10.1016/J.PSE.2016.01.005 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicología educativa

Sustainable development goals

Abstract

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

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