The importance of creativity in a wide array of domains—including education, business, science, technology as well as the arts—has been well documented and emphasized for decades. Many researchers suggest that creativity can be enhanced, and while a clear answer as to how this might be accomplished is not to be found, much research has been conducted and many suggestions have been made. In the present study, these potential influences have been explored, categorized and integrated into a multidimensional scale with the aim and the hope that it will be a useful tool in the complex process of creativity enhancement. Based on the existing literature, rationale is provided for five sub-constructs (motivation, uncommon commitment, skill, imagination and courage: M.U.S.I.C.), and an initial pool of 50-65 items were generated for each sub-construct for a total of 300 items. Guidelines for creating effective scales were applied and seven experts provided ratings and comments resulting in an adjusted scale of 80 items, 16 for each element. Participants in this study included 101 individuals (37 male; 64 female) aged 26 to 79 who were actively engaged in creative work and identified themselves as painters, singer/songwriters, musicians, poets, sculptors or writers. Results and discussion include an exploration of internal consistency, limitations and suggestions for future research.
|Keywords:||Creativity, Education, Psychology, Self-Assessment|
Associate Professor, Faculty of Education, University of Lethbridge, Lethbridge, Alberta, Canada