ECAT as a contextualized TTCT: evidence of convergent validity in engineering creativity assessment

Assessing creativity in engineering education is challenging due to the reliance on domain-general measures that may overlook discipline-specific innovation. This study examines the Engineering Creativity Assessment Tool (ECAT) as a psychometrically sound, domain-specific alternative to the Torrance Tests of Creative Thinking (TTCT). Data from 199 undergraduate engineering students were analyzed to investigate convergent and discriminant validity between ECAT and TTCT's verbal and figural forms. ECAT demonstrated strong internal consistency ( α = .89) and a validated four-factor structure including Fluency, Originality, Cognitive Flexibility, and Creative Strengths. Correlational analyses revealed moderate positive associations between ECAT and TTCT verbal measures, with minimal overlap with figural subscales, supporting both convergent and discriminant validity. Mediation analyses further indicated that ECAT originality and cognitive flexibility partially explained these relationships. These findings establish ECAT as a reliable, context-specific tool for capturing creativity in engineering education. Broader implications for creativity assessment in STEM education are discussed, and directions for future research are outlined.