Testing the Domain Specificity of Creativity with Kaufman Domains of Creativity Scale: A Meta-Analytic Confirmatory Factor Analysis

被引:4
|
作者
Acar, Selcuk [1 ,4 ]
Cevik, Emel [2 ]
Fesli, Emily [2 ]
Bozkurt, Rumeysa Nalan [2 ]
Kaufman, James C. [3 ]
机构
[1] Univ North Texas, Denton, TX USA
[2] Kent State Univ, Kent, OH USA
[3] Univ Connecticut, Storrs, CT USA
[4] Dept Educ Psychol, Matthews Hall 304E,1300 W Highland St, Denton, TX 76203 USA
关键词
creativity; domain-specificity; meta-analysis of structural equation modeling; Kaufman Domains of Creativity Scale; DIVERGENT-THINKING; INDIVIDUAL-DIFFERENCES; CONTRARY IMAGINATIONS; GENDER-DIFFERENCES; GENERALITY; MODEL; SCIENCE; ARTS; PERSONALITY; VALIDATION;
D O I
10.1002/jocb.641
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Domain-specificity is a topic of debate within the field of creativity. To shed light on this issue, we conducted a meta-analysis of cross-domain correlations based on the Kaufman Domains of Creativity Scale (K-DOCS). To evaluate the model fit of one general factor versus two factors that encompass the primary K-DOCS subscales (Scholarly, Everyday, Artistic, Scientific, and Performance), we employed the one-stage meta-analytic structural equation modeling (OSMASEM) approach. Poor fit of these models would provide evidence of domain-specificity, as the proposed models would not outperform the independence model. Our analysis included 45 correlation matrices from 30 studies, with a total sample size of 31,136 participants. The results provided support for a general domain of creativity, as well as a two-factor solution consisting of Arts and Sciences factors. Among the subscales, the highest correlation was found between the Artistic and Performance domains (r = .478), while the smallest correlation was observed between the Everyday and Scientific domains (r = .178). Furthermore, moderator analyses incorporating age and gender revealed that the Scientific and Everyday subscales exhibited a stronger factor load in older participants compared to younger participants. Implications are discussed for research and practice.
引用
收藏
页码:171 / 189
页数:19
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