Development and psychometric validation of the Problem-Posing Ability Scale for secondary school students

Objective This study aimed to develop and validate a Problem-Posing Ability Scale (PPAS) for secondary school students. Methods Grounded in the triarchic theory of creative thinking and cognitive process models, initial scale items were generated through literature analysis, semi-structured interviews, and expert review. Using convenience sampling, data were collected in two stages: Item analysis and exploratory factor analysis (EFA) were conducted with a sample of 961 secondary school students. Confirmatory factor analysis (CFA) and criterion-related validity assessment were performed with an independent sample of 577 participants. An additional subsample of 96 students from Sample 2 completed the scale after a 4-week interval to assess test–retest reliability. The Williams Creative Tendency Scale served as the criterion measure. Results The final 24-item PPAS comprises four dimensions: Questioning Courage and Initiative, Ability to Articulate and Organize Problems, Depth and Criticality of Thinking, and Problem Awareness and Sensitivity. These factors accounted for 62.5% of the total variance. CFA indicated excellent model fit (χ 2 /df = 1.252, CFI = 0.992, TLI = 0.991, RMSEA = 0.021). The scale demonstrated strong internal consistency (total Cronbach’s α = 0.94; subscale α = 0.875–0.895), high test-retest reliability ( r = 0.955), and strong criterion-related validity with the Williams Creative Tendency Scale ( r = 0.903). Conclusion The PPAS is a psychometrically sound instrument for assessing problem-posing ability among Secondary school students, with potential applications in educational research and instructional practice.