البنية العاملية لاختبار تورانس الشكلي للتفكير الابتكاري (الصورة أ) وتكافؤ قياسه عبر متغيري النوع الاجتماعي والتخصص الأكاديمي للطلبة المعلمين
The study attempts to achieve a number of goals as follows: 1) Exploring the factor construct of creative thinking skills as measured by Torrance Test of Creative Thinking (Figure A) of a sample of university students in light of the theoretical approach based on the idea of Kirton (1976). 2) Determination of construct validity evidences for the Torrance test of creative thinking (Form A) in the study sample. 3) Identify the extent of configurable invariance, metric invariance, scalar invariance, and residual invariance of TTCT (F-A) across multiple gender groups of male and female of teacher students and through academic major. 4) To understand the effect of statistical interaction between the gender and the academic major on the factor construct of TTCT (F-A). The Torrance test for creative thinking (F- A) was administered to a sample of students of the Faculty of Education in the fourth year (n=264 teacher students) with 19.44% of the male students, 80.56% of the female students. A total of 124 students in scientific disciplines and 140 students in literary disciplines in the form of group sessions during the second semester From the academic year 2017-2018 CE, in the faculty of education at Fayoum university, models have been built to correct responses according to the three activities of the test (image building, image completion, repeated forms of lines and circles). Then the data were analyzed using a number of statistical analysis techniques: Descriptive statistics (mean, standard deviation, Skewness and Kurtosis, inter-correlations matrix), and Methods of inferential statistics (Exploratory and Confirmatory factor analysis, multiple -group Confirmatory Factor Analysis(MGCFA) , Composite Reliability Analysis: CR, Average Variance Extracted (AVE), and Omega Coefficients for McDonald, Gittman and Alpha using three statistical analysis programs SPSS (21), AMOS (23), JASP0 8.3.2.1, as well as the use of Two - Way MANOVA analysis. The results revealed a two-factor construct in which the factor of elaboration loaded on the adaptive factor, while the factors of fluency, originality and flexibility loaded on the creative factor. The results of the second question of the study revealed the abundance of evidences of Convergent and Discriminant validity of the test, as well as achieving high levels of reliability of the factor construct in the light of different criteria. The results of the study also revealed the achievement of Configurable, metric, Scalar, and residual measurement invariance for the factorial construct of TTCT (F-A) through gender and academic major except for residual measurement invariance, indicating that the pattern of structural relationships resulting from the MGCFA follow the same factorial construction with different study sample of students and also with different academic major except that the measurement invariance across the Gender was strict while partly through academic major. Finally, there was no significant interaction effect between gender and academic major on adaptive or innovative factor. While the main effect of the gender factor was found only on the innovative factor in favor of males. The results of the study were discussed and introduced number of recommendations and future research that could serve to enrich this area in the future. (Published abstract)