评估提高创造力的学习环境:大学生的心理测量模型验证

Hamimah Hashim, Siti Maftuhah Damio
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引用次数: 0

摘要

本研究在Amabile(1996)创造力成分模型的基础上,提出了一种测量模型,探讨感知学习环境、主动性人格动机和创造力指数之间的因果关系。本研究的主要目标有三个:i)评估验证性因子分析(CFA)测量模型的拟合优度指标,ii)检查CFA测量模型中的参数估计,以及iii)建立测量结构的判别效度。采用对374名本科生的调查数据对测量模型的适合度进行评估,并通过AMOS进行分析。拟合优度指标包括比较拟合指数(CFI)、近似均方根误差(RMSEA)和归一化卡方(cmin/df)来验证模型与数据的拟合。此外,该研究通过审查结构之间的非衰减相关性来调查工具的收敛效度和判别效度。值得注意的是,本研究通过将主动人格纳入模型,扩展了Amabile的成分理论。这项研究的发现对于提高高等教育机构的课程大纲、课外活动和软技能提高项目具有潜在的价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Assessing Creativity-Enhancing Learning Environments: Psychometric Model Validation for Undergraduates
This study investigates a proposed measurement model, grounded in Amabile's (1996) componential model of creativity, to explore the causal relationships among perceived learning environments, proactive personality motivation, and creativity index. The study's primary objectives are threefold: i) To evaluate the goodness-of-fit indices of the Confirmatory Factor Analysis (CFA) measurement model, ii) to examine parameter estimates within the CFA measurement model and iii) to establish discriminant validity for the measured constructs. The measurement model's fitness is assessed using data collected from a survey of 374 undergraduate students and analyzed through AMOS. Goodness-of-fit indices, including the Comparative Fit Index (CFI), Root Mean Square Error of Approximation (RMSEA), and Normed Chi-Square (cmin/df), are employed to validate the model's fit with the data. Additionally, the study investigates convergent and discriminant validity of the instruments by scrutinizing disattenuated correlations among the constructs. Notably, this research expands Amabile's Componential Theory by incorporating proactive personality into the model. The study's findings hold potential value for enhancing program syllabuses, co-curricular activities, and soft-skill enhancement programs within higher learning institutions.
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