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<p>The integration of technology-enhanced learning into gifted education is expanding globally. However, culturally validated instruments for assessing students perceived creative fluency in this context remain limited. This study aimed to evaluate the psychometric properties of the Perceived Creative Fluency Scale for Gifted High School Students (PCFS-GHS) in Jordan. An exploratory sequential mixed-methods design was used, and 816 gifted high school students participated in the quantitative validation phase. The scale was examined using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Internal consistency was assessed using Cronbach’s alpha and McDonald’s omega. Convergent and discriminant validity were evaluated using Composite Reliability (CR), Average Variance Extracted (AVE), inter-construct correlations, √AVE, MSV, and ASV. Factor analysis revealed a five-factor structure—Digital Ideational Fluency, Applied Visualization and Adaptive Implementation, Interdisciplinary Synthetic Creativity, Imaginative Foresight and Simulation, and, Cognitive Flexibility and Rule Redefinition—which explained 70.47% of the total variance. CFA results indicated acceptable model fit (χ²/df = 3.40; CFI = 0.918; TLI = 0.910; RMSEA = 0.077; SRMR = 0.051). The scale demonstrated high internal consistency across subscales (Cronbach’s α = 0.912–0.978; McDonald’s ω = 0.899–0.946). The PCFS-GHS is a valid and reliable instrument for assessing perceived creative fluency in technology-enhanced learning environments, with strong potential for research and educational applications.</p>

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Assessing perceived creative fluency in gifted high school students: development and validation of a technology-enhanced learning scale (PCFS-GHS)

  • 期刊论文

  • 发表日期：

    2026年6月30日

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  • Mahmoud Gharaibeh,
  • Mohammad Nayef Ayasrah,
  • Amal Jamal Al Khatib,
  • Mohamad Ahmad Saleem Khasawneh

摘要

The integration of technology-enhanced learning into gifted education is expanding globally. However, culturally validated instruments for assessing students perceived creative fluency in this context remain limited. This study aimed to evaluate the psychometric properties of the Perceived Creative Fluency Scale for Gifted High School Students (PCFS-GHS) in Jordan. An exploratory sequential mixed-methods design was used, and 816 gifted high school students participated in the quantitative validation phase. The scale was examined using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Internal consistency was assessed using Cronbach’s alpha and McDonald’s omega. Convergent and discriminant validity were evaluated using Composite Reliability (CR), Average Variance Extracted (AVE), inter-construct correlations, √AVE, MSV, and ASV. Factor analysis revealed a five-factor structure—Digital Ideational Fluency, Applied Visualization and Adaptive Implementation, Interdisciplinary Synthetic Creativity, Imaginative Foresight and Simulation, and, Cognitive Flexibility and Rule Redefinition—which explained 70.47% of the total variance. CFA results indicated acceptable model fit (χ²/df = 3.40; CFI = 0.918; TLI = 0.910; RMSEA = 0.077; SRMR = 0.051). The scale demonstrated high internal consistency across subscales (Cronbach’s α = 0.912–0.978; McDonald’s ω = 0.899–0.946). The PCFS-GHS is a valid and reliable instrument for assessing perceived creative fluency in technology-enhanced learning environments, with strong potential for research and educational applications.