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Valquaresma, A., Coimbra, J. L., & Costa, P. (2022). Escala de Autoeficacia Creativa para niños y adolescentes (CASES): Un estudio de desarrollo y validación. International Journal of Psychological Research, 15(1), 55–69. https://doi.org/10.21500/20112084.5410
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To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Resumen
La autoeficacia creativa (AC) se convirtió en uno de los constructos más discutidos de la educación. Sin embargo, los instrumentos para evaluarlo en niños y adolescentes son escasos. Este artículo presenta el proceso de desarrollo y validación inicial de CASES, una nueva medida de AC diseñada para esa populación.
Tras la concepción de los ítems, se realizó un análisis factorial exploratorio y confirmatorio. La estructura final es constituida por nueve ítems, distribuidos uniformemente por tres factores: fluidez, elaboración y personalidad. Los análisis preliminares de confiabilidad y validez muestran buenas propiedades psicométricas, destacando la CASES como una adición potencialmente relevante al conjunto de instrumentos de evaluación de la AC. Diseñada para niños y adolescentes (de 3 a 16 años), puede permitir un enfoque en el desarrollo de AC con posibles implicaciones educativas. Por consiguiente, podrá ser de interés para padres, educadores, psicólogos educativos, investigadores y políticos implicados en el diseño de currículos e intervenciones capaces de nutrir y mejorar el potencial creativo.
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Dampérat, M., Jeannot, F., Jongmans, E., & Jolibert, A. (2016). Team creativity: Creative self-efficacy, creative collective efficacy and their determinants. Recherche et Applications en Marketing, 31 (3), 6–25. https://doi.org/10.1177/2051570716650164
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Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18 (1), 39–50.
Franke, G., & Sarstedt, M. (2019). Heuristics versus statistics in discriminant validity testing: A comparison of four procedures. Internet Research, 29 (3), 430–447. https://doi.org/10.1108/IntR-12-2017-0515
Frith, E., Elbich, D. B., Christensen, A. P., Rosenberg, M. D., Chen, Q., Kane, M. J., Silvia, P. J., Seli, P., & Beaty, R. E. (2020). Intelligence and creativity share a common cognitive and neural basis. Journal of Experimental Psychology General, 150 (4), 609–632. https://doi.org/10.1037/xge0000958
Froman, R. D. (2001). Elements to consider in planning the use of factor analysis. Southern Online Journal of Nursing Research, 2 (5), 1–22. http://www.snrs.org/sojnr
Glăveanu, V. (2015). Creativity as a sociocultural act. Journal of Creative Behavior, 49 (3), 165–180. https://doi.org/10.1002/jocb.94
Goodman, N. (1978). Ways of worldmaking. Hackett Publishing.
Haase, J., Hoff, E. V., Hanel, P. H. P., & Innes-Ker, Å. (2018). A Meta-Analysis of the Relation between Creative Self-Efficacy and Different Creativity
Measurements. Creativity Research Journal, 30 (1), 1–16. https://doi.org/10.1080/10400419.2018.1411436
Hagger, M. S., Gucciardi, D. F., & Chatzisarantis, N. L. D. (2017). On Nomological Validity and Auxiliary Assumptions: The Importance of Simultaneously Testing Effects in Social Cognitive Theories Applied to Health Behavior and Some Guidelines. Frontiers in Psychology, 8, 1933. https://doi.org/10.3389/fpsyg.2017.01933
Hair, J. F., Black, W. C., Babbin, B. A., & Anderson, R. E. (2018). Multivariate data analysis. Cengage Learning.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.) SAGE.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43 (1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
Jaiswal, N. K., & Dhar, R. L. (2016). Fostering Employee CreativitythroughTransformational Leadership: Moderating Role of Creative Self-Efficacy. Creativity Research Journal, 28 (3), 367–371. https://doi.org/10.1080/10400419.2016.1195631
Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, I think, I can, I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19 (2–3), 247–258.
Jiang, J., & Yang, B. (2014). Does critical thinking lead to high creativity? The weakening effect of the leader-subordinate exchange in the Chinese context. Nankai Business Review, 17 (2), 117–128.
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