The objectives of this research are measurement of all structured domains of creative thinking self-efficacy (CTSE) and finding out statistical relationships between them. Another objective is the analyses of these measures across students’ gender. CTSE includes four hypothesized domains:  fluency, flexibility, elaboration, and originality. All these domains are defined operationally, i.e. through a set of indicators (items of questionnaires). Abbott analyzed the quality of the questionnaires for estimation of all these domains in the framework of classical test theory [1]. In this paper the quality of these questionnaires is analyzed in the framework of theory of latent variables.

To reach these objectives the following tasks were addressed.

1. To assess what degree the questionnaire items are compatible with each other within each domain.

2. To measure level of all domains of creative thinking self-efficacy students possess.

3. To obtain statistical relationships between domains of creativity.

4. To analyze the level of students’ creativity (defined by domains) across gender.

[1] Abbott, D.H. (2010). Constructing a creative self-efficacy inventory: a mixed methods inquiry. (Doctoral dissertation, University of Nebraska - Lincoln, 2010). [2] Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests (Expanded edition, with foreword and afterword by Benjamin D. Wright), Chicago, University of Chicago Press. [3] Andrich, D., Sheridan, B., Luo, G. (2005). RUMM2020: Rasch Unidimensional Measurement Models software and manual. Perth, Australia, RUMM Laboratory. [4] Andrich, D. (1988). Rasch Models for Development, London, Sage Publications, Inc. [5] Wright, B.D., Masters, G.N. (1982). Rating Scale Analysis, Chicago, MESA Press.