Janika Saretzki
Biographic Data
| ID | 4640744 |
|---|---|
| NAME | Janika Saretzki |
| GIVEN NAMES | Janika |
| FAMILY NAME | Saretzki |
| SIGNATURE | SARETZKI J |
| AFFILIATIONS | University of Graz |
| ORCID | 0000-0002-6536-8266 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Building the creative self: The sources of creative self-concept scale
Understanding how people form beliefs about their own creativity – referred to as the creative self-concept (CSC) – requires examining the informational sources that shape these self-assessments. In this paper, we introduce and validate the Sources of Creative Self-Concept Scale (SoCSC), a questionnaire adapted from self-efficacy research, designed to assess four theorized sources of CSC: mastery experience, vicarious experience, social persuasio…
Investigating the Validity Evidence of Automated Scoring Methods for Divergent Thinking Assessments
Divergent thinking (DT) ability is a fundamental aspect of creativity, but its assessment remains challenging by the reliance on effortful human ratings and persistent uncertainty regarding how to aggregate scores across a variable number of responses. Recent work demonstrated that automated scoring based on large language models (LLMs) can predict human creativity ratings. Other research has evaluated the psychometric quality of different respon…
Automated Scoring of Creative Achievement
The assessment of creative achievement (CA) can be cumbersome as participants are typically asked to respond to long lists of possible accomplishments that may still miss their very specific achievements. A bottom‐up alternative is to let participants openly report their most significant CAs, which, however, involves more complex scoring such as via human ratings. In this study, we investigated whether language models (LMs) can provide an efficie…
Investigation of Response Aggregation Methods in Divergent Thinking Assessments
Divergent thinking (DT) ability is widely regarded as a central cognitive capacity underlying creativity, but its assessment is challenged by the fact that DT tasks yield a variable number of responses. Various approaches for the scoring of DT tasks have been proposed, which differ in how responses are evaluated and aggregated within a task. The present study aimed to identify methods that maximize psychometric quality while also reducing the con…
A systematic quantitative review of divergent thinking assessments
Investigation of Response Aggregation Methods in Divergent Thinking Assessments
Divergent thinking (DT) ability is widely regarded as a central cognitive capacity underlying creativity, but its assessment is challenged by the fact that DT tasks yield a variable number of responses. Various approaches for the scoring of DT tasks have been proposed, which differ in how responses are evaluated and aggregated within a task. The present study aimed to identify methods that maximize psychometric quality while also reducing the con…
A systematic quantitative review of divergent thinking assessments
Investigation of Response Aggregation Methods in Divergent Thinking Assessments
Divergent thinking (DT) ability is widely regarded as a central cognitive capacity underlying creativity, but its assessment is challenged by the fact that DT tasks yield a variable number of responses. Various approaches for the scoring of DT tasks have been proposed, which differ in how responses are evaluated and aggregated within a task. The present study aimed to identify methods that maximize psychometric quality while also reducing the con…
Building the creative self: The sources of creative self-concept scale
Understanding how people form beliefs about their own creativity – referred to as the creative self-concept (CSC) – requires examining the informational sources that shape these self-assessments. In this paper, we introduce and validate the Sources of Creative Self-Concept Scale (SoCSC), a questionnaire adapted from self-efficacy research, designed to assess four theorized sources of CSC: mastery experience, vicarious experience, social persuasio…
Investigating the Validity Evidence of Automated Scoring Methods for Divergent Thinking Assessments
Divergent thinking (DT) ability is a fundamental aspect of creativity, but its assessment remains challenging by the reliance on effortful human ratings and persistent uncertainty regarding how to aggregate scores across a variable number of responses. Recent work demonstrated that automated scoring based on large language models (LLMs) can predict human creativity ratings. Other research has evaluated the psychometric quality of different respon…
Automated Scoring of Creative Achievement
The assessment of creative achievement (CA) can be cumbersome as participants are typically asked to respond to long lists of possible accomplishments that may still miss their very specific achievements. A bottom‐up alternative is to let participants openly report their most significant CAs, which, however, involves more complex scoring such as via human ratings. In this study, we investigated whether language models (LMs) can provide an efficie…
Creativity (3 works) · Creativity in Education and Neuroscience (3 works) · Education, Achievement, and Giftedness (2 works) · Psychology (2 works) · Automated method (1 works) · Cognitive psychology (1 works) · Computer Science (1 works) · Confirmatory factor analysis (1 works) · Convergent thinking (1 works) · Divergent thinking (1 works)