This study examined the relationships among three measurement methodologies that are used to assess characteristics and processes associated with creativity (i.e., a self-report questionnaire, teacher ratings, and a structured interview). In addition, we examined the predictive contributions of these three measurement methodologies for a divergent thinking test (Torrance Test of Creative Thinking-Figural; TTCT-F). Participants were 89 adolescents in the Midwestern United States. Results revealed that the self-report questionnaire and structured interview measure of self-efficacy correlated significantly (r = .34), but no other significant relationships among measurement methodologies were observed. Neither the self-report ratings nor teacher ratings significantly predicted performance on the TTCT-F, but the structured interview measures did.

这项研究检查了三种用于评估与创造力相关的特征和过程的测量方法之间的关系（即自我报告调查表，教师评分和结构化访谈）。此外，我们检查了这三种测量方法对发散性思维测验（创造性思维-形象的托兰斯测验； TTCT-F）的预测贡献。在美国中西部，有89名青少年参加。结果显示，自我效能感的自我报告调查表和结构化访谈测量显着相关（r = .34），但在测量方法之间未观察到其他显着关系。自我报告评分和教师评分均不能显着预测TTCT-F的表现，但结构化访谈方法却可以。