We examined the divergent validity and utility of the Test for Creative Thinking–Drawing Production (TCT-DP) in an identification protocol for high-ability students that included measures of intelligence, school motivation, inquisitiveness, creativity, and academic achievement. Data were collected from seventh-grade students across 6 years (n = 710). Small significant correlations between the different measures indicated that the TCT-DP did measure a construct separate from intelligence, school motivation, inquisitiveness, and academic achievement. Furthermore, creativity did not significantly affect academic achievement when controlling for intelligence, school motivation, and inquisitiveness. We did not find support for threshold theory. Finally, we concluded that the TCT-DP provides useful additional information on creativity for high-ability identification in which measures of intelligence, school motivation, and inquisitiveness are already included. Thus, this study’s findings provide evidence for the utility and divergent validity of the TCT-DP when used with a Dutch population.

我们在针对高能力学生的识别协议中研究了创造性思维-绘画生产测验（TCT-DP）的不同有效性和实用性，该协议包括智力，学校动机，好奇心，创造力和学习成绩的量度。数据来自6年级的七年级学生（n= 710）。不同测量之间的小显着相关性表明，TCT-DP确实测量了一种与智力，学校动机，好奇心和学业成绩分开的结构。此外，在控制智力，学校动机和好奇心时，创造力并没有显着影响学业成绩。我们没有发现对阈值理论的支持。最后，我们得出结论，TCT-DP为创造力提供了有用的附加信息，以用于高能力识别，其中已经包括了智力，学校动机和好奇心的度量。因此，本研究的发现为TCT-DP与荷兰人一起使用时的效用和不同有效性提供了证据。