Volume 6 Issue 1, March 2011 The International Journal of Research and Review 17 © 2011 Time Taylor International  ISSN 2094-1420 Assessing the Relationship of Scientific Thinking, Self-regulation in Research, and Creativity in a Measurement Model Carlo Magno De La Salle University, Manila Abstract The present study investigated the relationship of the constructs scientific thinking, self- regulation in research, and creativity in a measurement model. The social cognitive theory and field theory explained that when individuals encounter of a problem, they regulate their actions, they also think scientifically and use strategies to generate creative solutions. The scales were administered to 1000 undergraduate and 839 graduate students who are currently having their thesis/dissertation across universities in Luzon (Philippines). The initial results showed a four-factor structure of scientific thinking composed of practical inclination, analytical interest, intellectual independence, and discourse assertiveness. On the other hand, the eight factors of self-regulation contextualized in research were confirmed. The measurement model structured scientific thinking, self-regulation in research, and creativity with their subscales as the manifest variable. The model showed significant relationships and path estimates for each manifest variable. The two other models were tested for the undergraduate and graduate students showed model invariance. Keywords: Scientific thinking, self-regulation in research, creativity When students create a research work, they engage in cognitive strategies that enable them to achieve successful performance. The use of cognitive strategies to complete one research manifests scientific thinking. From conceptualizing a research, synthesizing literature reviews, presenting the proposal, gathering data, and writing the report requires the process of self-regulation. Self-regulation in doing research involves the use of cognitive strategies that enables the student to monitor, evaluate, seek solutions, and organize their work. The process of going through the entire research process is similar to what scientists engage in when they want to prove their theory. A student who is in the process of completing his thesis or research can likewise manifest characteristics of scientific thinking (Rushton, Murray, & Paunonen, 1987). Scientific thinking is important in the conduct of research. Scientific thinking involves exploring the environment, constructing models as a basis for understanding it, and revising those models as new evidence is generated, like students who endeavor to make sense of their environments by processing data and constructing mental models based on these data (Kuhn, 1989). These activities engaged by scientists and students are measured as a set of traits and personality dispositions that determines whether one becomes interested in science as a career or related careers that require scientific thinking (Gorman, 2008). There is a rich literature explaining the nature of scientific thinking as traits or characteristics (i. e., Bachtold & Werner, 1972; Busse & Mansfield, 1984; Feist, 1998; Helmreich, Spence, & Pred, 1988; Van Zelst & Kerr, 1954). There is a need to study scientific thought in a psychological perspective (Feist, 2006). A psychological