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A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Psychological Studies in Education, Under the Supervision of Professor Roger H. Bruning and Professor James A. Bovaird. Lincoln, Nebraska: May, 2010
Copyright (c) 2010 Daniel H. Abbott


A quantitative and qualitative mixed methods study was conducted to examine the latent structure of creative self-efficacy. The CTSE II and CPSE II instruments were developed to measure two dimensions of creative self efficacy, creative thinking self-efficacy (CTSE) and creative performance self-efficacy (CPSE), respectively. Following this, a two-phase inquiry was conducted. In the first and primary phase, factor analysis was used to test the ability of a specific measurement model to accurately capture the four hypothesized factors of CTSE (fluency, flexibility, elaboration, and originality) and the three hypothesized factors of CPSE (domain, field, and personality). In the second, explanatory phase, interviews were conducted to understand how four sets of individuals–individuals high in CTSE, individuals low in CTSE, individuals high in CPSE, and individuals low in CPSE–experience creativity and creative self-efficacy. This study revealed that: (1) the proposed measurement model of creative self-efficacy provides adequate psychometric evidence, (2) CTSE and CPSE related to openness to experience and to an older measure of creative self-efficacy, (3) the proposed measurement model is more parsimonious than any of the rival models tested, and (4) unique themes emerged from qualitative interviews that provide depth and context for understanding the latent structure of creative self-efficacy. Avenues for developing an improved creative self-efficacy inventory in the context of these findings are discussed at the conclusion of this dissertation.

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