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, desirability of creativity for teaching success and value of creativity for student academic and workplace success).

Sample: American and Chinese educators at two universities were surveyed to rate the degree to which they agreed with statements about beliefs about teaching for creativity (N = 376).