Akademik Veri Yönetim Sistemi
Thinking Skills and Creativity, cilt.58, 2025 (SSCI, Scopus)
This study investigates the direct and indirect relationships between creative learning environments, mathematics self-efficacy, and mathematics achievement by using the Programme for International Student Assessment (PISA) 2022 data sets from Korea, Canada, and Türkiye. The study sample consists of 6454, 23 073, and 7250 participants from Korea, Canada, and Türkiye, respectively. The structural equation model was built on the group socialization development theory and the social cognitive theory. The results for all countries reveal that creative learning environments positively and significantly affect mathematics self-efficacy. Mathematics self-efficacy, in turn, has a positive and significant effect on mathematics achievement. In each country, the direct effect of creative peers and family environment on mathematics achievement is positive, low, and significant, while the direct effect of creative school and class environment is found to be negative, low, and significant. Furthermore, creative learning environments indirectly contribute to mathematics achievement through mathematics self-efficacy. Creative learning environments directly predict mathematics self-efficacy at a moderate level, whereas they indirectly predict mathematics achievement at a low level. Mathematics self-efficacy consistently emerges as a moderate predictor of mathematics achievement across all three countries, and it plays a partial mediating role in the relationship between creative learning environments and mathematics achievement.