Structure and Predictors of the High School Students' Self-Assessment of Creativity


  • Damir Ljubotina Odsjek za psihologiju, Filozofski fakultet Sveučilišta u Zagrebu
  • Nataša Juničić Tehničko veleučilište u Zagrebu
  • Vesna Vlahović Štetić Odsjek za psihologiju, Filozofski fakultet Sveučilišta u Zagrebu


creativity, self-assessment, divergent thinking, personality, academic success


This research examined the structure of the self-assessment of creativity and creative behavior and their association with cognitive, conative and environmental factors. The relationship of these variables with the overall school achievement was also examined.Creative Behavior Self-assessment Questionnaire, Creativity Self-assessment Questionnaire, Divergent Thinking Battery Test, Openness to Experiences Questionnaire and assessment of incentives for creative behavior by teachers and broader environment were applied to a sample of 255 high-school students. Analysis of Creative Behavior Self-assessment Questionnaire indicates the existence of four relatively independent domains of creative behavior while Creativity Self-assessment Questionnaire revealed general factor of self-assessed creativity. The results indicate that on the basis of the used predictors, between 8% and 45.8% of the variance in self-assessment measures can be explained.Correlation between overall school achievement and divergent thinking tests is low while there was no relationship at all with any of the creativity measures, openness to experience and incentives for creative behavior. Approximately 45% of students report that their teachers never or rarely reward or encourage their creative behavior while 11% of students report that their creative behavior is regularly or very often encouraged by their teachers.