Kaufman Alanları Yaratıcılık Ölçeği’nin Türkçeye Uyarlanması ve Psikometrik Özelliklerinin İncelenmesi

Yıl 2016, , 0 - 0, 01.06.2016

Feyzullah Şahin

https://doi.org/10.17051/io.2016.70479

Cited By: 6

Öz

Bu çalışmanın genel amacı, Kaufman (2012) tarafından yaratıcılığın alana özgü olduğu bakış açısı ile geliştirilmiş olan Kaufman Alanları Yaratıcılık Ölçeğinin (KDOCS) Türkçeye üstün zekalı lise öğrenci grubuna uyarlanmasıdır. Ölçeğin yapı geçerliğini incelemek için yapılan Açıklayıcı Faktör Analizi sonucunda, 42 maddeden oluşan dört faktörlü bir yapı elde edilmiştir. Ortaya çıkan yapı bir başka örneklem üzerinde test edilmiştir. Doğrulayıcı Faktör analizi sonucu, bir madde hariç, söz konusu yapının uyumlu olduğu ortaya çıkmıştır. Ölçeğin alt faktörler için iç tutarlılık katsayısı .87 ile .77 aralığında yer almaktadır. Ölçek geneli ise .90’dır. Maddelerinin ayırt edici geçerliliği alt–üst dilim grup ortalamalar farkına dayalı madde analizi yöntemi ile incelenmiştir. Sonucunda, alt ve üst %27’lik dilimlerin puanları arasında anlamlı bir farklılık olduğu tespit edilmiştir. Bu sonuçlar KDOCS’un Türkçe formunun geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

Kaynakça

• Amabile, T. M. (1996). Creativity in context. Colarado, Boulder: Westview Press.
• Baer, J., & Kaufman, J. C. (2005). Bridging generality and specificity: The Amusement Park Theoretical (APT) Model of creativity. Roeper Review, 27, 158–163, DOI: 10.1080/02783190509554310.
• Batey, M., & Furnham, A. (2006). Creativity, intelligence, and personality: A critical review of the scatter literature. Genetic, social and general psychology monographs, 132(4), 355–429, DOI: 10.3200/MONO.132.4.355–430.
• Bryne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd edt.), New York: Routledge Taylor & Francis Group.
• Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (7th edt) [Data analysis in social sciences: Statistics, research pattern, SPSS application, and remark ]. Ankara: PegemA publishing.
• Carson, S., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity and factor structure of the Creative Achievement Questionnaire. Creativity Research Journal, 17, 37–50. DOI: 10.1207/s15326934crj1701_4.
• Conti, R., Coon, H., & Amabile, T. M. (1996). Evidence to support the componential model of creativity: Secondary analyses of three studies. Creativity Research Journal, 9(4), 385–389.
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (2nd edt) [Multivariate statistics for social sciences SPSS and LISREL applied]. Ankara: Pegem Press.
• Deniz, M. E., Özer, E., & Işık, E. (2013). Duygusal Zekâ Özelliği Ölçeği–Kısa Formu: Geçerlik ve güvenirlik çalışması [Trait Emotional Intelligence Questionnaire–Short Form: Validity and reliability studies], Education and Science, 38(169), 407–419.
• Feist, G. J. (1998). A meta – analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290–309.
• Gardner, H. (2011). Frames of mind: The theory of multiple intelligences (3rd edt.). NewYork: Basic Books.
• Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS–SEM). Thousand Oaks, California: Sage publishing.
• Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures, In Hambleton R. K., Merenda, C. D., & Spielberger, C. D., (Eds), Adapting educational and psychological tests for cross–cultural assessment, (pg.3–38), New Jersey: Lawrence Erlbaum Associates Publishers.
• Hocevar, D. (1980). Intelligence, divergent thinking and creativity. Intelligence, 4, 25–40.
• Hocevar, D. (1981). Measurement of creativity: Review and critique. Journal of Personality Assessment, 45(5), 450–464.
• Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.
• Hu, W., & Adey, P. (2002). A test of scientific creativity for secondary school students. International Journal of Science Education, 24(4), 389–403, DOI: 10.1080/09500690110098912.
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55, DOI: 10.1080/10705519909540118.
• Karolyi, C. V., Ramos–Ford, V., & Gardner, H. (2003). Multiple intelligences: A perspective on giftedness. In Colangelo, N, & Davis, G. A. (Ed), Handbook of gifted education, (3rd edt., pg.100–112), Boston.
• 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, DOI: 10.1037/a0029751.
• Kaufman, J. C., & Baer, J. (2004a). Sure, i’m creative—but not in mathematics!: Self–reported creativity in diverse domains. Empirical Studies of the Arts, 22(2) 143–155.
• Kaufman, J. C., & Baer, J. (2004b).The Amusement Park Theoritical Model of creativity. The Korean Journal of Thinking & Problem Solving, 14(2), 15–25.
• Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The Four C Model of creativity, Review of General Psychology, 13(1), 1–12, DOI: 10.1037/a0013688.
• 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), 119–123, DOI: 10.1002/j.2162–6057.2009.tb01310.x.
• Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd edt.), NewYork: Guilford Press.
• Messick, S. (1992). Book review essay: Multiple intelligence or multilevel intelligence? selective emphasis on distinctive properties of hierarchy: On Gardner’s frames of mind and Sternberg’s beyond IQ in the context of theory and research on the structure of human abilities. Psyschological Inquiry, 3(4), 365–384, DOI: 10.1207/s15327965pli0304_20.
• Mohamed, A., Maker, C. J., & Lubart, T. (2012). Exploring the domain specificity of creativity in children: The relationship between a non–verbal creative production test and creative problem – solving activities. Turkish Journal of Giftedness and Education, 2(2), 84–101.
• Oral, G., Kaufman, J. C., & Agars, M. D. (2007). Examining creativity in Turkey: Do Western findings apply? High Ability Studies, 18(2), 235–246, DOI: 10.1080/13598130701709590.
• Rawlings, D., & Locarnini, A. (2007). Validating the creativity scale for diverse domains using groups of artists and scientists. Empirical Studies of the Arts, 25, 163–172.
• Shiyko, M. P., Ram, N., & Grimm, K. J. (2012). An overview of growth mixture modeling a simple nonlinear application in openmx. In Hoyle, R. H. (Eds.) Handbook of structural equation modeling, (pg.532–546), New York: Guilford Press.
• Silvia, P. J., Wigert, B., Reiter–Palmon, R., & Kaufman, J. C. (2012). Assessing creativity with self–report scales: A review and empirical evaluation. University of Nebraska Psychology Faculty Publications. Paper 54.
• Sternberg, R. J., (2003). Giftedness according to the theory of successful intelligence. In Colangelo, N, & Davis, G., A., (Eds), Handbook of gifted education, (3rd ed. 88–99), Boston.
• Sternberg, R. J., (2005). The WICS model of giftedness, In Sternberg, R., J., (Eds), Definitions and conceptions of giftedness, (pg.327–342), Sage Publication, California.
• Şahin, F. (2014). Yaratıcılık–zekâ ilişkisi: Yeni kanıtlar (Relationship of creativity and intelligence: New evidence). Elementary Education Online, 13(3), 1516–1530, DOI: 10.17051/io.2014.02374.
• Şahin, F. (2015). A Research on the structure between intelligence and creativity, and creativity style, Turkish Journal of Giftedness and Education, (inpress).
• Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: temel ilkeler ve LISREL uygulamaları [Structural equation modeling introduction: Basic principles and applications LISREL]. Ankara: Ekinoks Eğitim Danışmanlık Hizmetleri Yayınları.