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Background and objectives <p>Mathematical problem-solving ability (MPSA), as a core indicator for measuring students’ higher-order thinking development, is crucial for fostering the formation and transfer of their innovative capabilities. However, the complex mechanisms underlying MPSA require further exploration. The current study aims to deepen the understanding of the psychological mechanisms linking creative school and classroom environments (CSCE) to MPSA by examining the mediating effect of creative self-efficacy (CSE) and the moderating effect of ICT usage (ICTU).</p> Methodology <p>Based on PISA 2022 and drawing on a sample of adolescents in Korea (<i>N</i> = 6,364), the current study employed descriptive statistics, correlation analysis, and regression analysis, as well as constructed a moderated mediation model to systematically examine the complex mechanisms through which CSCE, CSE, and ICTU are associated with adolescents’ MPSA.</p> Results <p>CSCE, CSE, and ICTU were all positively correlated with and significantly predicted MPSA. Further analysis revealed that CSCE was not only directly associated with MPSA, but also indirectly associated via CSE, which provides additional support for social cognitive theory. The moderating analysis further revealed that ICTU operated a dual role within the model. On the one hand, ICTU positively moderated the CSCE → CSE pathway, strengthening the positive association between the environment and self-efficacy. On the other hand, it negatively moderated both the CSCE → MPSA and CSE → MPSA pathways, suggesting that excessive ICTU may weaken the conversion of environmental and self-belief inputs into problem-solving capacity through increased cognitive load. Furthermore, subgroup analysis revealed that the pattern of associations varies across different gender and mathematical literacy groups, specifically in terms of the direction and intensity of the mediation patterns and moderating effects, which differ according to group characteristics.</p> Conclusion <p>The present study further preliminarily elucidates the complex psychological mechanisms through which creative learning environments are associated with mathematical problem-solving ability, provides empirical insights into the application of social cognitive and constructivist theories in high-pressure educational contexts, and offers guidance on implementing differentiated teaching interventions in the reducing academic burden and enhancing efficiency reforms in South Korea and similar educational systems.</p>

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The relationship between creative learning environment and adolescents’ mathematical problem-solving ability: a moderated mediation model

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月19日

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  • Yongzhao Wang,
  • Lijun Zhou,
  • Bingqing Xie,
  • Qiantong Su,
  • Lisha Wang,
  • Hua Jin

摘要

Background and objectives

Mathematical problem-solving ability (MPSA), as a core indicator for measuring students’ higher-order thinking development, is crucial for fostering the formation and transfer of their innovative capabilities. However, the complex mechanisms underlying MPSA require further exploration. The current study aims to deepen the understanding of the psychological mechanisms linking creative school and classroom environments (CSCE) to MPSA by examining the mediating effect of creative self-efficacy (CSE) and the moderating effect of ICT usage (ICTU).

Methodology

Based on PISA 2022 and drawing on a sample of adolescents in Korea (N = 6,364), the current study employed descriptive statistics, correlation analysis, and regression analysis, as well as constructed a moderated mediation model to systematically examine the complex mechanisms through which CSCE, CSE, and ICTU are associated with adolescents’ MPSA.

Results

CSCE, CSE, and ICTU were all positively correlated with and significantly predicted MPSA. Further analysis revealed that CSCE was not only directly associated with MPSA, but also indirectly associated via CSE, which provides additional support for social cognitive theory. The moderating analysis further revealed that ICTU operated a dual role within the model. On the one hand, ICTU positively moderated the CSCE → CSE pathway, strengthening the positive association between the environment and self-efficacy. On the other hand, it negatively moderated both the CSCE → MPSA and CSE → MPSA pathways, suggesting that excessive ICTU may weaken the conversion of environmental and self-belief inputs into problem-solving capacity through increased cognitive load. Furthermore, subgroup analysis revealed that the pattern of associations varies across different gender and mathematical literacy groups, specifically in terms of the direction and intensity of the mediation patterns and moderating effects, which differ according to group characteristics.

Conclusion

The present study further preliminarily elucidates the complex psychological mechanisms through which creative learning environments are associated with mathematical problem-solving ability, provides empirical insights into the application of social cognitive and constructivist theories in high-pressure educational contexts, and offers guidance on implementing differentiated teaching interventions in the reducing academic burden and enhancing efficiency reforms in South Korea and similar educational systems.