Despite the growing use of brief self-report measures of creativity in digital higher education, no Polish adaptation of the Self-Rated Creativity Scale (SRCS) has been psychometrically evaluated. The present study translated and evaluated the Polish SRCS as an online assessment instrument for higher education. The sample comprised 406 university students studying in Poland (age range = 18–57 years; M = 22. 04, SD = 4. 01; 72. 4% women) from artistic and non-artistic majors. The sample was randomly divided for exploratory factor analysis (EFA; n = 203) and confirmatory factor analysis (CFA; n = 203). Participants completed the Polish SRCS, the Openness subscale of the IPIP-NEO-PI-R, and the Cognitive Flexibility Scale. In the initial 12-item EFA, the six retained items had primary pattern loadings of 0. 717–0. 819; in the re-estimated brief solution, primary loadings ranged from 0. 688 to 0. 842 with negligible secondary loadings. CFA favored correlated two-factor models over one-factor models for both the full and brief versions, with excellent fit for the 6-item model (CFI = 1. 000, RMSEA = 0. 000, SRMR = 0. 017). Internal consistency was good (Cronbach’s α = 0. 80–0. 84; McDonald’s ω = 0. 80–0. 84), scalar invariance was supported across gender and study major, and correlations with openness and cognitive flexibility ranged from r = 0. 34 to 0. 44 (all p < 0. 001). The 6-item Brief Polish Self-Rated Creativity Scale (BSRCS-6PL) appears to be a reliable and efficient measure of creativity-related self-beliefs for online research and group-level screening in higher education; however, its educational utility requires direct implementation and predictive validity studies.
Rogowska et al. (Fri,) studied this question.