Abstract:

The primary objective of this research is to determine the possibility of measuring students’ creative self-efficacy on a linear scale within the framework of the theory of latent variables based on the Rasch model. The results obtained are used for statistical analysis of students' creative self-efficacy depending on classifying factors such as department, grade, and gender. The respondents were students of three departments of Kuban State University. The study was conducted within the framework of the theory of latent variables based on the Rasch model because traditionally used methods (indexes, weighting methods) for estimating latent variables have significant disadvantages. First, the scale is non-linear, which makes it difficult to use many statistical analysis procedures. In addition, the latent variable theory evaluates the quality of the questionnaire as a measuring tool. Thus, the indicators (questionnaire items) that differentiate students with low and high creative self-efficacy better than others are highlighted. The analysis of variance demonstrated the following: there is no statistically significant relationship between departments based on students' creative self-efficacy; the creative self-efficacy of males is statistically significantly higher than that of females; the creative self-efficacy of first and second-year students is higher than that of third and fourth-year students. Considering the relevance of creativity in the modern world, as well as the fact that education focuses on evaluating learning outcomes and evaluating competencies, such studies help to objectively assess the level of development of students' personal qualities.

Keywords:

creativity, self-efficacy, latent variable, measurement, Rasch model, analysis of variance.