Partial measurement invariance of beliefs about teaching for creativity across U.S. and Chinese educators

Background While empirical research on creativity has grown steadily over the past 35 years, teachers’ beliefs about creativity and their implicit beliefs about teaching for creativity remains understudied, as well as cross‐cultural examination of teacher beliefs in this area. Aims This study explored the measurement invariance of beliefs about teaching for creativity (creative self‐efficacy, fixed creative mindset, growth creative mindset,...