The investigation of validity and reliability of Emotional Creativity questionnaire

Subject Areas : Creativity and innovation from psychological, epistemological, educational and pedagogical

Ali Ghasemi ¹ , Parvin Kadivar ² , Hadi Keramati ³ , Mehdi Arabzadeh ⁴

1 - Department of Psychology and Educational Sciences,, Bandar Lengeh, Branch,, Islamic Azad University,, Bandar Lengeh,, Iran
2 - .Professor of Educational Psychology Kharazmi University, Tehran, Iran.
3 - Assist of Professor of Educational Psychology, Kharazmi University, Tehran, Iran
4 - Assist of Professor of Educational Psychology, Kharazmi University, Tehran, Iran

Received: 2018-09-08 Accepted : 2021-12-27 Published : 2021-11-22

Keywords: Preparation, novelty, emotional creativity questionnaire, effectiveness/authenticity,

Abstract :

Purpose: The main purpose of this research is investigation of validity and reliability of emotional creativity Averil questionnaire.Research Method: The present research method is descriptive-correlational. The sample group consisted of 501 teachers selected from Parsian, Assaluyeh, Shibkuh, Koushkonar, Chahmobarak cities from Hormozgan and Bushehr Provinces. Sampling was be done by random-stratified method and from the sample group, 298 males and 203 females selected. Minimum and Maximum age of teachers who according to the questionnaire respondents were 24 and 56 years old. Results: The Validity of emotional creativity questionnaire assessed with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA is done with principal components and rotated with Promax method. Three factors is assessed consist preparation, novelty and effectiveness/authenticity. Result of confirmatory factor analysis (CFA) also showed that the three factors of emotional creativity were acceptable and goodness fit with research experimental data of the hypothesized model. Reliability of emotional creativity questionnaire assessed with Alpha Cronbach’s Coefficient method. Alpha Cronbach’s coefficient emotional creativity questionnaire and three factors consist preparation, novelty and effectiveness-authenticity assessed in order 0/88, 0/80, 0/78 and 0/83.Conclusion: The result showed that the three factors of emotional creativity questionnaire has acceptable validity and reliability. This questionnaire use in instructional and psychological research of Iranian high school teachers, community. Generalization of research results to elementary teachers and university professors is be done with caution.

References:

آقا بابایی، منا .(1399). پیش بینی رضایت زنا شویی بر اساس هوش هیجانی و خلاقیت هیجانی زوجین. پژوهش های کاربردی، 8(1)، 85- 105.

تاج زاده قهی، اشرف السادات و سعادتی شامیر، بوطالب .(1397). رابطه خلاقیت هیجانی و خودکارآمدی با سازگاری فردی و اجتماعی دانشجویان دانشگاه آزاد اسلامی واحد علوم تحقیقات تهران. جامعه شناسی آموزش و پرورش، بهار و تابستان،  15-24.

حبیبی، آرش؛ عدن ور، مریم. (1396). مدل‌یابی معادله ساختاری و تحلیل عاملی(آموزش کاربردی نرم افزار لیزرل)، سازمان انتشارات جهاد دانشگاهی.

عجم، علی اکبر؛ بادنوا، صدیقه؛ عبداللهی، مجید و مؤمنی مهمویی، حسین، (1395)، رابطه بین خلاقیت هیجانی و اشتیاق تحصیلی در دانشجویان دانشگاه علوم پزشکی گناباد، مجله پژوهش در علوم پزشکی،: (8)4، 11-18.

قاسمى، وحید.(1390). برآورد حجم نمونه در مدلهای معادله ساختاری و ارزیابی کفایت آن برای پژوهشگران اجتماعی، مطالعه جامعه شناسی ایران، 12(4)، 138- 161.

 لاورنس اس، میرز؛ گلن گاست؛ ا.جی. گارینو.( 2006؛ ترجمه پاشا شریفی، حسن و همکاران، 1391). پژوهش چند متغیری کاربردی(طرح و تفسیر)، تهران، انتشارات رشد.

محبوبی پور، زهرا .(1400) . رابطه خلاقیت هیجانی و ابراز وجود با اضطراب پیشرفت دختران دبیرستانی، مطالعات روانشناسی و علوم تربیتی، 1، 379-395.

معاصر، حمید .(1398). خلاقیت هیجانی و یادگیری خود راهبر: نقش واسطه ای انگیزش پیشرفت. روانشناسی، 92(4)، 440- 457.

هومن، حیدر علی. (1393). مدل‌یابی معادله ساختاری با کاربرد نرم افزار لیزرل، انتشارات سمت، چاپ ششم.

Averill, J.R, (1999). Individual differences in emotional creativity: structure and correlate, journal of personality, 6, 342-371.

 Averill, J.R, & Nunley, E. P. (1992). Voyages of the heart: Living an emotionally creative life, New York, Macmillan.

Averill, j.R, &Thomas - Knowles, C. (1991). Emotional Creativity. In K. T. Strongman (Ed.), International review of studies on emotion, 1, 269-299. London Wiley.

Averill, J.R. (2005). Emotions as mediators and as products of creative activity. InJ. Kaufman & J. Baer, creativity across domains: faces of the muse, (pp.225-243), Mahwah, NJ: Erlbaum.

Averill, J.R. (2009) .Emotional creativity: toward “spiritualizing the passions” in Oxford Handbook of Positive Psychology, eds. S.J. Lopez and C. R. Snyder (New York, NY: Oxford University press), 249–257.

 Averill, J.R., & Nunley, E.P. (2010). Neurosis: The dark side of emotional creativity. In A. Cropley, D. Cropley, J. Kaufman, & M. Runco (Eds.), the dark side of creativity. New York, NY: Cambridge University Press.

Averill, J. (2013).Individual differences in emotional creativity: structure and correlates. J. Pers. 67, 331–371.

Gutbezahl, J., & Averill, R. J. (1996). Individual difference in emotional creativity as manifested in words and pictures. Creativity Research Journal, 9, 327–334.

Ivcevic, Z., Brackett, M., Mayer, J. (2007). Emotional Intelligence and Emotional Creativity, Journal of Personality; Durham, 75(2), 199-236.

Kuska, M., Trnka, R,. Mana, J,. & Nikoli, T,. (2020). Emotional Creativity: A Meta-analysis and Integrative Review. Creativity Emotion Reseach Journal, 32(2), 151- 160.

Luthans, F., Avey, J. B., & Patera, J. L. (2008). Experimental analysis of a web-based training intervention to develop positive psychological capital. Academy of Management Learning & Education, 7, 209–22

 Lyudmilav.T, Flenaya.L, Tatyanal.S, Nalayav.F. (2015). Emotional Creativity as Resource of Communicative Competence of Student, Mediterranean Journal of Social Sciences. 10(7), 171-181.

 Morgan, C., & Averill, J.R. (1992). True feeling the self and authenticity. A Psychological perspective. In D. D. Franks & V. Gecas (Ed.), Social perspective on emotion, 1, 95-124. Greenwich, CT. JAL Press.

Pena-Sarrionandia, A., Mikolajczak, M., and Gross, J.J. (2015). Integrating emotion regulation and emotional intelligence tradition: ameta-analysis. Frontiers in. Psychology.6:160.

Sezgin.F & Erdogan.O. (2015).Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-efficacy and Perceived Success, educational sciences: theory & practice, 1(15), 7-19.

 Sharma, D., & Mathur, R. (2016). Linking hope and emotional creativity: Mediating role of positive affect. The International Journal of Indian Psychology, 58, 50–61.

Soroa, G., Aritzeta, A., Balluerka, N., & Gorostiaga, A. (2016). Adaptation and validation of the Basque version of the Emotional Creativity Inventory in higher education. The Spanish Journal of Psychology, 19, 1–13.

Trnka, R., Cabelkova, I., Kuska, M., & Nikolai, T. (2019). Cognitive decline influences emotional creativity in the elderly. Creativity Research Journal, 31, 93–101.

Trnka, R., Zahradnik, M., & Kuška, M. (2016). Emotional creativityand real-life involvement in different types of creative leisure activities. Creativity Research Journal, 28(3), 348–356.

Wang., G & Hung., H. (2015) Effect Of  Chinese Employees’ Emotional Creativity On Their Innovative Performance, Social Behavior and Personality, 43(7), 1147- 1160.

Oriol.X, Amutio. A, Mendoza.M, Da Costa.S and Miranda.R. (2016). Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions, frontiers in psychology, 7, 1-9.