Divergent Thinking in University Students: Design, Validation and Proposal of a Measurement Instrument with Global Applicability

Abstract

Divergent thinking (DT) is a fundamental competency for innovation and problem-solving in higher education. However, there is a marked need for psychometrically validated instruments, especially in Spanish-speaking environments like Ecuador, that allow for the comprehensive and holistic measurement of this construct. This study aimed to design, validate, and verify a questionnaire to assess divergent thinking in university students. A quantitative, instrumental, and cross-sectional methodology was employed. The total sample consisted of 1,033 students from Engineering Science programs at the State University of Milagro. Exploratory and confirmatory factor analyses (EFA and CFA) validated the theoretical structure of four dimensions of divergent thinking: Fluency, Flexibility, Originality, and Elaboration. The psychometric results demonstrated an excellent fit for the proposed model (KMO=0.982; χ2/df=2.70; CFI=0.950; RMSEA=0.0442) and high internal consistency at both the overall (α=0.974) and dimensional (range α=0.904−0.936) levels. This validated instrument offers a robust and relevant tool for assessing divergent thinking in higher education, facilitating informed pedagogical decisions in the training of future engineers.