Reliability, Validity, and Factor Structure of the Creative Achievement Questionnaire

By S. Carson, Jordan B. Peterson, Daniel M. Higgins. 2005

947 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Visual Arts and Performing Arts

View Paper: https://www.semanticscholar.org/paper/7755a04376e5ba742b0ae49161a2ecb4d8e71517

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Visual Arts and Performing Arts

Citations in the corpus

Convergent Thinking Moderates the Relationship between Divergent Thinking and Scientific Creativity (2019, result): “CAQ scores were highly skewed, as in the previous research (e.g., Carson et al., 2005).”
The Construct of Creativity: Structural Model for Self‐Reported Creativity Ratings (2009, positive): “Carson, Peterson, and Higgins (2005), in creating the Creativity Achievement Questionnaire, selected 10 domains, which loaded onto two factors: the Arts (Drama, Writing, Humor, Music, Visual Arts, and Dance) and Science (Invention, Science, and Culinary).”
Counting the Muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS) (2012, methodology): “Carson, Peterson, and Higgins’ (2005) Creativity Achievement Questionnaire (CAQ) measures 10 domains that load on two factors: the Arts (Drama, Writing, Humor, Music, Visual Arts, and Dance) and Science (Invention, Science, and Culinary).”
Mind full of ideas: A meta-analysis of the mindfulness–creativity link (2016, background): “Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159. *Colzato, L.S., Ozturk, A., & Hommel, B. (2012). Meditate to create: The impact of focused attention and open-monitoring training on convergent and divergent thinking. Frontiers in Psychology, 3, 116. Colzato, L.S., Szapora, A.,”
The relationship between trait emotional intelligence and creativity across subject domains (2011, methodology): “However, the different definitions and criteria of creativity used in these studies makes it difficult to draw unequivocal conclusions regarding DT and CP. Studies have typically considered two traditional domains (sciences and arts; Carson et al. 2005; Feist 1998).”
Structure and flexibility: Investigating the relation between the structure of the mental lexicon, fluid intelligence, and creative achievement. (2016, methodology): “A sample of participants (N 182) was divided into four groups based on two independent variables: low/high fluid intelligence (Gf), as measured by a series of Gf tasks, and low/high creative achievement, as measured with the Creative Achievement Questionnaire (CAQ; Carson et al., 2005).”
Assessing creativity with self-report scales: A review and empirical evaluation. (2012, methodology): “In the factor analysis approach, the domains would be assigned to factors, such as the two-factor and threefactor models suggested by Carson et al. (2005).”
Assessment of real-life creativity: The Inventory of Creative Activities and Achievements (ICAA). (2017, methodology): “The CAQ shows high internal consistency (α > .90) and correlates with expert ratings of artistic products and the personality factor of openness (Carson et al., 2005).”