Predictive Validity of a Divergent Thinking Test

Divergent thinking (DT) tests are often used to estimate creative potential. They have sound theoretical bases, good reliability, and moderate predictive validity, which varies with methodology. A previous study that sampled gifted and nongifted children and included the interactions among DT indices (fluency, originality, flexibility) in the predictive equation had a validity of .59. The present investigation is a replication and extension of this study. Gifted and nongifted students were sampled, and the interactions among the three DT indices were examined. An updated criterion measure, the Creative Activity and Accomplishment Checklist (CAAC) was used; it includes scales for technological creativity and everyday creativity, along with art, science, writing, mathematics, and sports. The updated CAAC also assesses the quality of creative accomplishment, in addition to the quantity of creative activity. In the hierarchical regression analysis, giftedness status was entered in the first step, followed by DT indices, and then the three two-way interactions among the DT indices. Results indicate that giftedness, originality, and the fluency X originality interaction were significantly related to the total Quantity of creativity activity score. Giftedness and the fluency X originality interaction were significantly related to the total CAAC Quality score. Canonical correlation analyses indicated a predictive validity of .73 (p <.001) for the total sample and .40 (p <.001) for the gifted sample. DT indices were not statistically related to total CAAC scores in the nongifted sample (Rc =.32). These findings are discussed in the context of the predictive validity of DT tests and theories which recognize creativity as an important part of giftedness.