Research Note

Creative Personality Inventory

Eko Susanto1, Yuni Novitasari1, Ilfiandra2, Syamsu Yusuf2
Universitas Muhammadiyah Metro1, Universitas Pendidikan Indonesia2

Basic theory; Until now the creativity is still an aspect that will determine a person's
success, both in learning, business and even determine the psychological well-being of a
person (Althuizen, Wierenga, & Rossiter, 2010; Audia and Goncalo, 2007; Rauch and Frese,
2007; Tan & Hashim, 2009 ; Zinc, Aun, & May, 2016). Therefore it is necessary to identify
creative people from an early age. Constraints in the field of creativity tests are still carried out
by a limited circle who has the authorize. Researchers want any expansion of the means of
identifying people based creative school. This inventory made to help identify creative people
in high school. Efforts identification can do by a school counselor by using this inventory. So
school counselors can make the program guidance and counseling services for students based
on the results of such identification.
The Creative Personality Inventory made from a definition of creativity by Runco.
Runco (2004) defines "Creativity is capacity to develop novel and useful ideas, behaviors, or
products, and tends to be seen as a complex capacity bearing on a mix of individual,
situational, and cultural variables" (quoted in Martinsen, 2011), The standard definition of
creativity has at least two elements namely the originality and effectiveness. Originality or
authenticity often just labeled others as indications show the authenticity eg novelty, unique,
and unusual. While Effective or effectiveness is indicative of something of value used also by
other labels as usefulness, appropriateness, adaptability (Rubenson, 1991; Rubenson & Runco,
1992, 1995; Sternberg & Lubart, 1991; Runco and Jaeger, 2012).
Many experts admit there are two viewpoints on the creative dichotomy that is the
perspective of cognitive and non-cognitive perspective (affective, personality, social, conative,
economic) (Runco and Jaeger, 2012). This inventory made to identify creativity using the
perspective of personality. The define Personality our research as "a pattern of characteristic
thoughts, feelings, and behaviors, that distinguishes one person from another and that persists
over time and situations" (Phares, 1986, p. 4 in Runco, 2014, p. 280). Phares adds "the critical
feature is the unique way in which each person combines these traits" (Phares, 1986, p. 6; in
Runco, 2014, p. 280). Added also by Runco"This may explain why not every creative person
shows exactly the same traits" (Runco, 2014, p. 280). From the description above makes clear
that creativity can be attached to a person's personality. So as to identify creative people can
trace through approach traits. You do this by looking at the characteristics that seem and settle
on self-person.
Personality characteristics of creative individuals includes broad intelligence ,
openness to experience , aesthetic sensitivity, autonomy in thought and action and pursuit of
new challenges and solutions, curious, self-assertive, high achiever, self critical, self-sufficient,
intuitive and empathic, emotional sensitivity, imagination, ambition and dominance, self
acceptance, dominance, self confidence, acceptance of unusual views as their personality
characteristics (Feist, 1999; Sameen and Burhan, 2014). In another reference Bonk explained
that there are three creativity traits, namely (1) products (fluency, flexibility, originality,

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elaboration), (2) attitudes (curiosity, imagination, complexity, risk-taking), (3) behaviors
(flexible, imaginative, nonconforming, novel answers).
Operational definition; creative personality is operationally defined as the
characteristic patterns of thoughts, feelings, and behaviors that contain elements of creativity
and relatively fixed in a person. Creative person in this inventory will trace through eight
factors Originality, Useful, Curiosity, Imagination, Risk-taking, Flexibility, Unique, Valuable.
The planned number of items grains are 24 items to select from items that are valid. Type of
item Likert Scale scale model (1 = very suitable, 2 = suitable, 3 = slightly proper, 4 = not
proper, 5 = strongly disagree). Participants; the samples were taken from two different
departments namely natural science and social science. Total participants were 146 high
school students in Lampung, Indonesia. Participants men = 50 and women = 96, average age
17:39 (SD = .735), range 15-19 years. Before filling inventory the participants will give an
explanation about inventory and research purposes. Participants were given 45 minutes to
apply inventory.
Results; analysis conducted the confirmatory factor analysis of the 24 items using SPSS
version 17. The eight factors that plan (Originality, Useful, Curiosity, Imagination, Risk-taking,
Flexibility, Unique, Valuable) after the factor analysis performed reduce to seven factors
(Originality, Curiosity, Imagination, Risk-taking, Flexibility, Unique, Valuable). There is one
missing factor that (Useful), more clearly seen in Table 1 and Table 2 below.

Tabel 1. Original factor dan items Tabel 2. Factor dan items after analysis
Number Total Total
No Factor No Factor Number Item
Item item item
1 Originality 1, 2, 3 3 1 Originality 1, 2, 3, 6 4
2 Useful 4, 5, 6 3 2 Curiosity 7, 8, 9 3
3 Curiosity 7, 8, 9 3 3 Risk Taking 10, 14, 15, 16 4
4 Imagination 10, 11, 12 3 4 Useful 4, 5, 22, 23, 24 5
5 Risk Taking 13, 14, 15 3 5 Unique 19, 20, 21 3
6 Flexibility 16, 17, 18 3 6 Flexibility 17, 18 2
7 Unique 19, 20, 21 3 7 Imagination 11, 12, 13 3
8 Valuable 22, 23, 24 3 Total 24
Total 24

The results of the factor analysis obtained by Kaiser-Meyer-Olkin (KMO) with a value
greater than .60 .858 as the recommended value. The Bartlett's Test of Sphericity was
significant (p <.001) suggesting that factor analysis is appropriate. The overall value of the
seven factors explains 65.22% of the total variance. Of the 24 items, all have a factor loading
values (> .40).

Tabel 3. Factors and items selected after Tabel 4. Factors and selected items after
analysis re-run analysis 1
Number Total Total
No Factor No Factor Number Item
Item item item
1 Originality 1, 2, 3 3 1 Useful 22, 23, 4, 14, 15 5
2 Curiosity 7, 8, 9 3 2 Curiosity 7, 8, 9 3
3 Risk Taking 14, 15, 16 3 3 Originality 1, 2, 3 3
4 Useful 4, 22, 23 3 4 Unique 19, 20, 21 3
5 Unique 19, 20, 21 3 5 Flexibility 16, 17, 18 3
6 Flexibility 17, 18 2 6 Risk Taking 11, 12, 13 3
7 Imagination 11, 12, 13 3 Total 20
Total 20

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 Nevertheless, there remains item we eliminated, taking into account proportion of
items on each factor so that the selected 20 items, clearly shown in Table 3. The items
eliminate is item number 5, 6, 10, and 24, bringing the total to 20. item analysis was then
performed again, the results are shown in Table 4. the results of the analysis of the first to do
is exactly what happened at first reduction factor of seven factors into six factors (Table 4).
Then do a name change factor of Risk Taking into Confidence. We eliminate item
number 14 and 15 that to similar proportion items in part of factor. After that re-analysis of
this model in both results shown in Table 5 below.

Tabel 5. Factors and items selected after re-run analysis 2

Total
No Faktor Nomor Item
item
1 Curiosity 7, 8, 9 3
2 Flexibility 16, 17, 18 3
3 Useful 22, 23, 4 3
4 Originality 1, 2, 3 3
5 Unique 19, 20, 21 3
6 Confidence 11, 12, 13 3
Total 18

Table 5 shows the final model of the creative personality inventory. There are six
factors that are consistent with three items on each factor and a total item is 18. The final
results of the factor analysis obtained by Kaiser-Meyer-Olkin (KMO) with a value of .842 and
Bartlett's Test of Sphericity (p <.001) it has reasonably become requirements analysis
undertake factory. Besides, every item has eigenvalue greater than (.30) as a suggested cutoff
point. The overall value of the six factors explains 68.30% of the total variance. In Table 6
presented a loading factor for each item in the final model.
Discussion; Conduct this study to develop a creative personality inventory. The result
is an adequate inventory developed to measure the creative personality. However, note in this
study the inventory only tested in the Indonesian version. It was still possible to reconfirmed
and tested on a large sampling in other versions. For example, tested on high school students
in urban areas with a number of participants. Inventory developed is also still limited to the
context of Indonesia. The results of this study indicate that the creative personality inventory
produce can be used and accounted for. Of the eight planned factory reduced to six factors.
Finally factor 1 = Curiosity (3 items), 2 = Flexibility (3 items), 3 = Useful (3 items), 4 =
Originality (3 items), 5 = Unique (3 items), 6 = Confidence (3 items) with a total item 18.
Conclusion; considering limitations of the study, necessary be careful in interpreting to
explain the resulting creative personality inventory. In the analysis using factor analysis to
examine the construct exploratory planned. This study could form the basis of empirical
support the use of creative personality inventory. The Creative Personality Inventory can use
by counselors or educators to conduct need assessment of creative students. The results can
use the basis to planned of guidance and counseling program services in the schools.

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Tabel 6. Summary of Final Factor Loading by Six Factor and Items

Factor
Items
1 2 3 4 5 6
8. I often look for information on something that interests .871 .131 .105 .074 -.048 .038
me
7. I asked many questions about something that I have .809 -.016 .158 .184 .037 .198
not known
9. There is a strong urge to know more when I encounter .691 .349 .075 -.021 .267 .047
new things.
18. I can easily change the plan, even though I already .054 .763 .222 .004 -.103 .057
have a plan that mature earlier
17. I have a habit of using the different goods with actual .078 .705 -.030 .310 .170 .117
function
16. When others think of one thing, I always thought a .292 .591 .146 .076 .234 .066
couple of different things
22. Utilizing the existing important to me than having to .140 .124 .753 -.052 .343 -.016
buy
23. Something considered valuable can I change becomes .093 .154 .700 .246 .143 .131
more valuable with a simple way
4. I would rather make something more useful .130 .119 .573 .455 .054 .125
2. I like to combine something more interesting .246 .000 .120 .833 .041 .104
1. I admittedly have the skills to create something new .049 .168 .036 .691 .340 .021
3. Find new ways of solving the problem is easy for me -.120 .355 .306 .594 .229 -.061
20. Teachers and friends admit that I have a unique habit .102 .097 .169 .090 .826 .150
exemplary
19. Friends admit that I am a creative person -.031 .003 .161 .332 .737 .030
21. I have a different way of solving problems .268 .385 .384 .200 .509 .104
13. I easily face a difficult situation in friendship .041 .023 -.038 .057 .192 .908
12. I believe that happened in my life, started from my .308 .178 .453 .028 -.014 .560
previous dream
11. I believe that has not happened can imagine easier way .196 .452 .311 .079 .000 .543
to achieve something
Note: Factor 1= Curiosity, 2= Flexibility, 3= Useful , 4= Originality, 5= Unique, 6= Confidence
Item 5, 6, 10, 14, 15 and 24 were eliminated

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 References

Althuizen, N., Wierenga, B. & Rossiter, J. (2010). The validity of two brief measures of creative ability.
Creativity Research Journal, 22(1), 53-61. doi: 10.1080/10400410903579577

Audia, P. G. & Goncalo, J. A. (2007) Past success and creativity over time: A study of inventors in the
hard disk drive industry. Management Science, 53(1), 1-15.

Bonk, C. (2015). Creativity Traits. Dipetik 10 13, 2015, Retrieved from Instructional Strategies for
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http://www.indiana.edu/~bobweb/r546/modules/creativity/
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Seng, T. C., Aun, T. S., & May, C. S. (2016). Factor Structure and Psychometric Qualities of the Kaufman
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________________________________

Eko Susanto is a doctoral student in the Guidance and Counseling Program in the
Department of Educational Psychology and Guidance at Universitas Pendidikan Indonesia.

Yuni Novitasari is a doctoral student in the Guidance and Counseling Program in the
Department of Educational Psychology and Guidance at Universitas Pendidikan Indonesia.

Syamsu Yusuf is a professor in the Guidance and Counseling Program in the

Department of Educational Psychology and Guidance at Universitas Pendidikan Indonesia.

Ilfiandra is an assistant professor in the Guidance and Counseling Program in the

Department of Educational Psychology and Guidance at Universitas Pendidikan Indonesia.

Correspondence concerning this Research Note should be addressed to:

Eko Susanto, Department of Guidance and Counseling, Universitas Muhammadiyah Metro,
Jl. Ki Hajar Dewantara, Metro City, Pos Code 34111 Lampung, Indonesia
E-mail: ekobkummetro@gmail.com