Drexel University School of Education, Philadelphia, Pennsylvania, USA.
Jefferson (Philadelphia University + Thomas Jefferson University), Philadelphia, Pennsylvania, USA.
Br J Educ Psychol. 2021 Jun;91(2):563-583. doi: 10.1111/bjep.12379. Epub 2020 Nov 12.
While empirical research on creativity has grown steadily over the past 35 years, teachers' beliefs about creativity and their implicit beliefs about teaching for creativity remains understudied, as well as cross-cultural examination of teacher beliefs in this area.
This study explored the measurement invariance of beliefs about teaching for creativity (creative self-efficacy, fixed creative mindset, growth creative mindset, desirability of creativity for teaching success and value of creativity for student academic and workplace success).
American and Chinese educators at two universities were surveyed to rate the degree to which they agreed with statements about beliefs about teaching for creativity (N = 376).
Measurement invariance analysis was used Multiple-Groups Confirmatory Factor Analysis with the lavaan package in the R Statistical Programing Environment.
Partial measurement invariance was obtained such that a model with factor loadings constrained equal across samples for four of the five constructs (creative self-efficacy, fixed creative mindset, growth creative mindset, desirability of creativity for teaching success), did not worsen model fitness. Additionally, when factor loadings for items on the value of creativity for student academic and workplace success latent variable were allowed to vary across samples, we found evidence of structural invariance. That is, the covariances among the five latent variables were found to be invariant across samples.
The major result of this study is that the theoretical structure and relations among five important creative self-constructs is invariant across American and Chinese educational constructs. However, there may be cultural differences in the value of creativity for student academic and workplace success, as perceived by teachers. Future research can focus on calibrating teacher beliefs about teaching for creativity with classroom observation, in American and Chinese educational contexts.
虽然过去 35 年来，有关创造力的实证研究稳步增长，但教师对创造力的信念及其对创造力教学的内隐信念，以及对这一领域教师信念的跨文化研究仍有待研究。
本研究旨在探索创造力教学信念（创造性自我效能感、固定创造性思维模式、成长型创造性思维模式、创造力对教学成功的期望以及创造力对学生学业和职场成功的价值）的测量不变性。
对两所大学的美国和中国教育工作者进行了调查，要求他们对与创造力教学信念相关的陈述的认同程度进行评分（N=376）。
使用 R 统计编程环境中的 lavaan 包进行多群组验证性因子分析，对测量不变性进行分析。
获得了部分测量不变性，即一个模型，其五个构念中的四个（创造性自我效能感、固定创造性思维模式、成长型创造性思维模式、创造力对教学成功的期望）的因子负荷在样本之间相等，不会降低模型拟合度。此外，当将创造力对学生学业和职场成功的潜在变量的项目因子负荷允许在样本之间变化时，我们发现了结构不变性的证据。也就是说，五个潜在变量之间的协方差在样本之间是不变的。
本研究的主要结果是，五个重要的创造性自我构念的理论结构和关系在美国和中国教育构念中是不变的。然而，教师对创造力对学生学业和职场成功的价值可能存在文化差异。未来的研究可以集中在美国和中国的教育背景下，通过课堂观察来校准教师对创造力教学的信念。
