본 연구는 초등학교 고학년용 정서 창의성 척도를 개발하고 타당화하는데 목적이 있다. 검사도구의 개발과 타당화를 위해서 예비검사, 탐색적 요인분석, 확인적 요인분석 및 교차분석 등의 절차를 거쳤다. 예비검사에서는 문항의 진술이 학생들에게 이해하기 어려운지, 어려운 낱말은 어떠한 것들이 있는지에 관해 살펴보았다. 탐색적 요인 분석에서는 주축요인분석과 베리멕스 직각회전을 하여 30문항 중에서 24문항을 최종선정 하였다. 정서 창의성의 요인들은 준비성, 참신성, 진실성과 효과성으로 명명하였다. 준거 관련 타당도를 살펴보기 위해서 정서검사와의 상관을 분석한 결과 정서 창의성은 정적 정서와 유의한 상관이 있는 것으로 나타났으나, 부적 정서와는 유의한 상관이 나타나지 않았다. 탐색적 요인분석 집단과 교차 집단간 교차타 당도를 살펴본 결과 두 집단 간에는 측정 불변성, 구조 불변성, 잔차 불변성이 모두 입증되었다.

The purpose of the study is to develop emotional creativity scale for the elementary school students by the review of the researches of Averill and his colleagues who have studied the area over 20 years. The preliminary study was performed to review the items from the 60 elementary school students to fix the ambiguous items and focus the items to the elementary school level. The exploratory factor analysis was used for the 24 items by principle axis factor analysis and varimax rotation by 260 upper grade students in elementary schools. By the result of the analysis, the researcher deleted 6 items which were badly nested or below .40 of the factor loading, so the final scale was made up of 24 items, which were nested to preparedness, novelty, effectiveness and authenticity of emotional creativity. Criterion-related validity between emotional creativity and emotions was supported by the positive correlations between emotional creativity and positive emotions but there was no significant correlation between emotional creativity and negative emotions. With the analysis of confirmatory factor analysis of emotional creativity, the adequacy of the research model was χ2=498.053, GFI=.916, CFI=.914, TLI=.928, and RMSEA=.060. This meant that the research model was equipped to the elementary school students. To know the cross-validation of the scale, the researcher restrained research group and cross-group with measurement weights, structural covariances, and measurement residuals. The two groups had equivalent values and cross validation was confirmed.