Assessing Creativity-Enhancing Learning Environments: Psychometric Model Validation for Undergraduates

Abstract

This study investigates a proposed measurement model, grounded in Amabile's (1996) componential model of creativity, to explore the causal relationships among perceived learning environments, proactive personality motivation, and creativity index. The study's primary objectives are threefold: i) To evaluate the goodness-of-fit indices of the Confirmatory Factor Analysis (CFA) measurement model, ii) to examine parameter estimates within the CFA measurement model and iii) to establish discriminant validity for the measured constructs.  The measurement model's fitness is assessed using data collected from a survey of 374 undergraduate students and analyzed through AMOS. Goodness-of-fit indices, including the Comparative Fit Index (CFI), Root Mean Square Error of Approximation (RMSEA), and Normed Chi-Square (cmin/df), are employed to validate the model's fit with the data.  Additionally, the study investigates convergent and discriminant validity of the instruments by scrutinizing disattenuated correlations among the constructs. Notably, this research expands Amabile's Componential Theory by incorporating proactive personality into the model.  The study's findings hold potential value for enhancing program syllabuses, co-curricular activities, and soft-skill enhancement programs within higher learning institutions.