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Validation and Use of the Comprehensive Scientific Creativity Assessment (C-SCA) Instrument for Secondary School Students

Shiyu Xu et al.

Creativity Research Journal2025https://doi.org/10.1080/10400419.2024.2448995article
AJG 2
Weight
0.37

What the paper says

This study evaluates the reliability and validity of the Comprehensive Scientific Creativity Assessment (C-SCA) instrument by implementing necessary modifications, extending the sample size, and providing a clear and objective scoring process. A total of 347 participants from a secondary school in China completed two scientific creativity assessments, using the two versions of the C-SCA. The results indicate acceptable reliability and validity for both versions. Descriptive analyses revealed that males and only children (those with no siblings) performed better in scientific knowledge, while children from affluent backgrounds exhibited higher intrinsic motivation in scientific creativity. However, no significant demographic differences were observed in divergent or convergent thinking performance. Scientific knowledge scores varied significantly according to the educational level and occupation of students’ mothers. This study also found that divergent and convergent thinking mutually promoted each other, while extrinsic motivation negatively affected divergent thinking and scientific knowledge enhanced convergent thinking. This research offers valuable insights into scientific creativity assessment by validating the C-SCA and proposing a clear scoring process. By investigating the impact of demographic variations on scientific creativity and elucidating the relationships among the components of scientific creativity, the study provides educators with practical recommendations for fostering creativity in science education.

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https://doi.org/https://doi.org/10.1080/10400419.2024.2448995

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@article{shiyu2025,
  title        = {{Validation and Use of the Comprehensive Scientific Creativity Assessment (C-SCA) Instrument for Secondary School Students}},
  author       = {Shiyu Xu et al.},
  journal      = {Creativity Research Journal},
  year         = {2025},
  doi          = {https://doi.org/https://doi.org/10.1080/10400419.2024.2448995},
}

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Validation and Use of the Comprehensive Scientific Creativity Assessment (C-SCA) Instrument for Secondary School Students

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Evidence weight

0.37

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.16 × 0.4 = 0.06
M · momentum0.53 × 0.15 = 0.08
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.