Ecat as a contextualized TTCT
Evidence of convergent validity in engineering creativity assessment
Dados Bibliográficos
| ID | 22166641 |
|---|---|
| Autores | Zeynep G Akdemir-Beveridge (University of Connecticut), Zeynep Akdemir-Beveridge (University of Connecticut), Arash E Zaghi (0000-0003-2246-2911, University of Connecticut) |
| Ano | 2026 |
| Volume | 11 |
| Data de publicação | 2026-04-10 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Frontiers in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editora | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1705312 |
| OpenAlex | W7153111186 |
| Idioma | EN |
| Referências citadas | 43 |
Assessing creativity in engineering education is challenging due to the reliance on domain-general measures that may overlook discipline-specific innovation. This study examines the Engineering Creativity Assessment Tool (ECAT) as a psychometrically sound, domain-specific alternative to the Torrance Tests of Creative Thinking (TTCT). Data from 199 undergraduate engineering students were analyzed to investigate convergent and discriminant validity between ECAT and TTCT's verbal and figural forms. ECAT demonstrated strong internal consistency ( α = .89) and a validated four-factor structure including Fluency, Originality, Cognitive Flexibility, and Creative Strengths. Correlational analyses revealed moderate positive associations between ECAT and TTCT verbal measures, with minimal overlap with figural subscales, supporting both convergent and discriminant validity. Mediation analyses further indicated that ECAT originality and cognitive flexibility partially explained these relationships. These findings establish ECAT as a reliable, context-specific tool for capturing creativity in engineering education. Broader implications for creativity assessment in STEM education are discussed, and directions for future research are outlined
Cognition · Convergent thinking · Creativity · Discriminant validity · Mediation · Originality · Torrance Tests of Creative Thinking · Creativity in Education and Neuroscience · Design Education and Practice · Psychological and Educational Research Studies
Divergent Thinking as an Indicator of Creative Potential
The associative basis of the creative process.
Can We Trust Creativity Tests? A Review of the Torrance Tests of Creative Thinking (TTCT)
Computing Inter-Rater Reliability for Observational Data
Reliability, Validity, and Factor Structure of the Creative Achievement Questionnaire
Torrance Tests of Creative Thinking as Predictors of Personal and Public Achievement
Counting the muses
The Creativity Crisis
The Measurement of Observer Agreement for Categorical Data
The Convergent Validity of the Torrance Tests of Creative Thinking and Creativity Interest Inventories
Creativity
The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks
Social psychology of creativity
The social psychology of creativity
Beyond Big and Little
Convergent and discriminant validation by the multitrait-multimethod matrix
Construct validity in psychological tests
Intraclass correlations
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |