Validity and accuracy for the tct-dp in different school levels

The Test for Creative Thinking-Drawing Production (TCT-DP, Urban & Jellen, 1986) is one of the most used instruments for the assessment of creative potential. Based on a previous study with an undergraduate sample, a two-factor model exhibited good and acceptable indices of fit, which suggests the importance of both non-conventional and conventional thinking for the creative process. This study aims to test the factor structure of the TCT-DP in a sample of Portuguese students. Take part in this study a sample of 2.263 students, most part of them are female (51,5%), from different school cycles: 1. 1st and 2nd grade (N=331; M=6.82; SD=0.57), 2. 3rd and 4th grade (N=472; M=8.85; SD=0.71), 3. 5th and 6th grade (N=454; M=11.02 SD =1.04), 4. 7th, 8th and 9th grade (N=550; M=13.4; SD =1.18), and 5. 10th, 11th and 12th grade (N=456; M = 16,7; DP = 1,27). A one-factor and two-factor models are tested for each sample. The results of the CFA analysis indicate a marginal fit for the two-factor solution. Indices of RMSEA and GFI are above the cut-off recommended in literature, although CFI is below the recommended values. However, the two-factor model had better fit-indices compared with the one-factor solution in all samples. The comparison of the models with one and two factors thru Δχ² index indicated significant differences between the two models. Cronbach’s alfa ranged from .57 to .70 for factor 1, and from .48 to .57 for factor 2. Although these results are contrasting, it can indicate that the TCT-DP is best represented by a two-factor structure.