Kaufman领域创造力量表中文版的验证及初步应用

摘要/Abstract

摘要： 为验证Kaufman领域创造力量表（K-DOCS）在中国样本中的适用性,通过标准化程序将英文版转换为中文版,对北京市某重点大学441名本科生施测,运用SPSS 20.0和Mplus 7.0软件进行项目分析、信度和效度检验。结果表明：K-DOCS中文版5个维度（日常、学术、表现、科学/机械和艺术创造力）内部一致性信度系数（0.80-0.91）良好,结构效度、内容效度和校标效度也良好。K-DOCS中文版具有可接受的心理测量学特征,是适用于中国大学生群体的,可用于评估领域创造力的有效测量工具。

关键词: 领域创造力, 信度, 效度。

Abstract: To verify the applicability of Kaufman Domains of Creativity Scale(K-DOCS)in Chinese samples, the English version was converted to the Chinese version by standard procedure. There were 441 undergraduates from a key university in Beijing participated in the survey. SPSS 20.0 and Mplus7.0 software were used for item analysis, reliability and validity test. The results showed that internal consistency coefficients of five dimensions′(everyday, scholarly, performance, science/mechanical and artistic creativity) in Chinese version of K-DOCS was good(0.80-0.91). So were construct validity, content validity and criterion validity. Chinese version of K-DOCS has acceptable psychometric characteristics. It can be used as a valid measurement tool for evaluating creativity across domains in Chinese undergraduates.

Key words: domains of creativity, reliability, validity.

涂翠平, 樊富珉. Kaufman领域创造力量表中文版的验证及初步应用[J]. 心理与行为研究, 2015, 13(6): 811-816.

Tu Cuiping, Fan Fumin. Verification and Preliminary Application of Chinese Version of Kaufman Domains of Creativity Scale[J]. Studies of Psychology and Behavior, 2015, 13(6): 811-816.

参考文献

1 申继亮, 胡卫平, 林崇德(2002). 青少年科学创造力测验的编制. 心理发展与教育,(4), 76-81.
2 胡卫平, 胡耀岗, 韩琴.(2006). 青少年语文创造力的发展研究. 心理发展与教育,(3), 70-74.
3 商卫星, 熊哲宏.(2007). 进化心理学关于心理模块的领域特殊性思想. 华东师范大学学报(教育科学版), 25(1), 56-61.
4 国办发(2010)48号. 国务院办公厅关于开展国家教育体制改革试点的通知. http://www.gov.cn/zwgk/2011-01/12/content_1783332.htm.
5 Baer, J.(1994). Why you shouldn't trust creativity tests. Educational Leadership, 51, 80-83.
6 Baer, J.(1998). The case for domain specificity of creativity. Creativity Research Journal, 11(2), 173-177.
7 Baer, J., & Kaufman, J. C.(2005). Bridging generality and specificity: The Amusement Park Theoretical(APT)Model of creativity. Roeper Review, 27, 158-163.
8 Becker, L. A.(2000). Effect size calculators. http://www.uccs.edu/~lbecker/
9 Bing, M. N., LeBreton, J. M., Davison, H. K., Migetz, D. Z., & James, L. R.(2007). Integrating implicit and explicit social cognitions for enhanced personality assessment a general framework for choosing measurement and statistical methods. Organizational Research Methods, 10(2), 346-389.
10 Furnham, A., Zhang, J., & Chamorro-Premuzic, T.(2006). The relationship between psychometric and self-estimated intelligence, creativity, personality, and academic achievement. Imagination, Cognition, and Personality, 25, 119-145.
11 Kaufman, J. C., & Baer, J.(2004). The amusement park theoretical(APT)model of creativity. Korean Journal of Thinking and Problem Solving, 14, 15-25.
12 Kaufman, J. C., & Baer, J.(2004). Sure, I'm creative-But not in mathematics!: Self-reported creativity in diverse domains. Empirical Studies of the Arts, 22(2), 143-155.
13 Kaufman, J. C.(2006). Self-reported differences in creativity by gender and ethnicity. Journal of Applied Cognitive Psychology. 20, 1065-1082.
14 Kaufman, J. C., Cole, J. C., & Baer, J.(2009). The construct of creativity: Structural model for self-reported creativity ratings. Journal of Creative Behavior, 43(2), 119-132.
15 Kaufman, J. C., Evans, M. L., & Baer, J.(2010). The American Idol effect: Are students good judges of their creativity across domains?. Empirical Studies of the Arts, 28, 3-17.
16 Kaufman, J. C.(2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale(K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298-308.
17 Lipsey, M. W., & Wilson, D. B.(1993). The efficacy of psychological, educational, and behavioral treatment: Confirmation from meta-analysis. American Psychologist, 48(12), 1181-1209.
18 Plucker, J. A.(1998). Beware of simple conclusions: The case for the content generality of creativity. Creativity Research Journal. 11, 179-182.
19 Plucker, J. A., & Beghetto, R. A.(2004). Why creativity is domain general, why it looks domain specific, and why the distinction does not matter. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer(Eds.), Creativity: From potential to realization, 153-167.
20 Plucker, J.(2005). The(relatively) generalist view of creativity. In J. C. Kaufman & J. Baer(Eds.), Creativity across domains: Faces of the muse(pp. 307-312). Mahwah, NJ: Erlbaum.
21 Plucker, J., & Zabelina, D.(2009). Creativity and interdisciplinary: One creativity or many creativities?. ZDM, 41(1-2), 5-11.
22 Silvia, P. J., Wigert, B., Reiter-Palmon, R., & Kaufman, J. C.(2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 19.
23 Tierney, P., & Farmer, S. M.(2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance in two organizational settings. Academy of Management Journal, 45, 1137-1148.
24 Tierney, P., & Farmer, S. M.(2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96(2), 277-293.
25 Torrance E P.(1974). Torrance tests of creative thinking: Norms-technical manual. Princeton: Personnel Press.
26 Weisberg, R. Q.(1993). Creativity beyond the myth of genius. New York: Freeman.

[1]	刘文, 孟祥蕊, 车翰博, 张嘉琪, 沈漪. 小学生创造性人格教师评定问卷的编制及信效度检验[J]. 心理与行为研究, 2020, 18(5): 624-630.
[2]	王战旗, 张兴利. 创造力成就问卷的中文修订[J]. 心理与行为研究, 2020, 18(3): 390-397.
[3]	张丽娜, 路海东. 高中生感知到的课堂教学方式量表的编制[J]. 心理与行为研究, 2019, 17(6): 773-779.
[4]	郝嘉佳, 陈英和, 刘拓, 白学军. 儿童青少年一般思维能力测验的编制和初步应用[J]. 心理与行为研究, 2019, 17(5): 620-626.
[5]	戴斌荣. 农村儿童社会适应问卷的编制[J]. 心理与行为研究, 2019, 17(4): 504-511.
[6]	马惠霞, 刘慧芳, 翟永芳, 李桂芳. 《青少年自我意识情绪测验》的修订及信度效度验证[J]. 心理与行为研究, 2019, 17(2): 240-245.
[7]	杨宏博, 赵轩. 基于多元概化理论的中小学教师资格考试质量分析——以《综合素质》（中学）科目为例[J]. 心理与行为研究, 2019, 17(2): 253-258.
[8]	郭静, 王瑛, 季丽丽, 贾丽萍, 卢国华. 心理危机脆弱性量表的编制及信效度检验[J]. 心理与行为研究, 2018, 16(6): 847-853.
[9]	罗杰, 周瑗, 陈维, 潘运, 赵守盈. 青少年学习倦怠量表的多元概化分析[J]. 心理与行为研究, 2018, 16(5): 665-669,712.
[10]	陈秋燕, 张晨光, 程科. 创伤后成长问卷在地震灾区教师中的修订[J]. 心理与行为研究, 2018, 16(5): 670-677.
[11]	方晓义, 袁晓娇, 胡伟, 邓林园, 蔺秀云. 中国大学生心理健康筛查量表的编制[J]. 心理与行为研究, 2018, 16(1): 111-118.
[12]	王华, 缴润凯. 大学生职业生涯管理能力问卷的编制及信效度检验[J]. 心理与行为研究, 2017, 15(6): 793-798.
[13]	齐亚静, 伍新春. 中小学教师工作重塑问卷的编制[J]. 心理与行为研究, 2016, 14(4): 501-506.
[14]	黄时华，官永雄，张卫. 大学生道德情感问卷的初步编制^*[J]. 心理与行为研究, 2014, 12(4): 521-526.
[15]	杨玲，王含涛，周艳艳. 中学生内疚和羞耻情境量表的编制及适用:基于多元文化背景下中学生道德情感研究^*[J]. 心理与行为研究, 2014, 12(3): 339-344.