The study aimed to evaluate the factorial validity, internal consistency, and reliability of the Shortened Emotional Creativity Inventory (ECI-S) among Egyptian university students. A total of 1084 undergraduate and postgraduate students from several Egyptian universities completed the Egyptian Arabic version of the ECI-S through an online survey. Confirmatory factor analysis was conducted to examine the three-factor structure comprising Preparedness, Novelty, and Authenticity.
Reliability was assessed using McDonald’s omega coefficients, alongside item-total correlations. The results supported the hypothesized three-dimensional model, demonstrating acceptable model fit (CFI = 0.953, TLI = 0.949, SRMR = 0.067, and RMSEA = 0.012, with a 90% CI of [0.000, 0.028]). All items loaded significantly on their respective latent factors, providing evidence of factorial validity.
McDonald’s omega coefficients indicated satisfactory internal consistency for each subscale and for the total score, supporting the reliability of the instrument. Moreover, substantial correlations between subdimensions and the overall emotional creativity score provided further evidence of structural coherence. These findings support the factorial validity and internal consistency of the Egyptian Arabic version of the ECI-S within the current sample.
The evaluated scale offers researchers and practitioners a tool for investigating emotional creativity within the Egyptian university context. The Shortened Emotional Creativity Inventory The researchers would like to thank the Deanship of Scientific Research at King Faisal University, Al-Ahsa 31982, for providing the research fund for publishing Research Grant No. This work was supported by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia [Grant No.
The National Center for Giftedness and Creativity Research, King Faisal University, 31982, Al-Ahsa, Saudi Arabia Mamdouh Mosaad Helali & Yusra Zaki Aboud Faculty of Arts, Capital University, Helwan, Egypt Shimaa Mostafa Elharony & Rasha Mohamed Abdel-Sattar Faculty of Education, Capital University, Helwan, Egypt Psychology and Education Department, College of Education, King Faisal University, 31982, Al-Ahsa, Saudi Arabia Special Education Department, College of Education, King Faisal University, 31982, Al-Ahsa, Saudi Arabia Correspondence to Mamdouh Mosaad Helali or Eslam Elsayed Abdelshafy. The authors declare that there is no competing interests regarding the publication of this manuscript. In addition, ethical issues, including plagiarism, informed consent, misconduct, data fabrication and/or falsification, double publication and/or submission, and redundancies, have been completely observed by the authors.
Ethical approval for the application on living organisms was obtained for this study from the Research Ethics Committee at the Faculty of Education, Capital University (March 2nd, 2025), with informed consent obtained from all participants. The author used QuillBot to improve the English language for this manuscript. The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board of Capital University for studies involving humans.
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