THE ROLE OF ACADEMIC ACHIEVEMENTS, BELIEFS AND CONTEXTUAL FACTORS IN PREDICITING CREATIVE THINKING PROFICIENCY AMONG ADOLESCENTS IN NORTH MACEDONIA

Abstract

This research investigates the role of students’ academic achievements in mathematics, science, and reading literacy, their beliefs and attitudes about their own creativity and demographic and contextual factors in predicting creative thinking proficiency among 15 years old students in the Republic of North Macedonia. Data for the research are based on the 2022 cycle of the Programme for International Students Assessment (PISA). Creative thinking is defined as the competence to engage productively in the genera­tion, evaluation, and improvement of ideas that can result in original and effective solutions, advances in knowledge, and impactful expressions of imagination. It is operationalized through three ideation processes (generating diverse ideas, generating creative ideas, and evaluating and improving ideas) and four domains (written expression, visual expression, social problem solving, and scientific problem solving). The sample is consisted of 4,169 fifteen years old students that have complete data on all predictors. Results from the linear multiple regression analysis show that mathematics (β = .25), science (β = .21), and reading literacy (β = .17) are the strongest positive predictors of creative thinking, stressing the foundational role of aca­demic skills. Demographic and contextual factors, including language of instruction, gender, educational track, and economic, social, and cultural status, also are significant predictors. But, attitudinal variables such as creative self-efficacy, curiosity, growth mindset on creativity, imagination and adventurousness and openness to art and reflection had minimal predictive power. These research findings show that strength­ening creative thinking in North Macedonia requires raising foundational literacy skills, students must first be supported to reach the level of understanding that allows them to apply, extend, and transform their knowledge in new ways. They also highlight the need for educational policies and practices that integrate creativity-supportive instruction and cultivate growth-oriented mindsets in both teachers and students.