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Related Experiment Video

Updated: May 21, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

The relationship between creative learning environment and adolescents' mathematical problem-solving ability: a

Yongzhao Wang¹, Lijun Zhou¹, Bingqing Xie¹

¹School of Mathematics and Statistics, Anyang Normal University, 436 Xian'ge Road, Anyang, 455000, China.

|May 20, 2026

Summary

Creative school environments enhance mathematical problem-solving ability (MPSA) through creative self-efficacy (CSE). However, excessive ICT usage may hinder this link, while varying effects are seen across different student groups.

Keywords:

Creative learning environment Creative self-efficacy Mathematical problem-solving ability Moderating mediation Subgroup analysis

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

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Last Updated: May 21, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Area of Science:

Educational Psychology
Cognitive Science
Learning Sciences

Background:

Mathematical problem-solving ability (MPSA) is vital for innovation.
Understanding the psychological mechanisms influencing MPSA is crucial.
Creative school and classroom environments (CSCE) are linked to MPSA, but mediating and moderating factors require investigation.

Purpose of the Study:

To explore the psychological mechanisms connecting CSCE to MPSA.
To examine the mediating role of creative self-efficacy (CSE).
To investigate the moderating effect of ICT usage (ICTU).

Main Methods:

Utilized PISA 2022 data from 6,364 Korean adolescents.
Employed descriptive, correlation, and regression analyses.
Constructed a moderated mediation model to analyze relationships between CSCE, CSE, ICTU, and MPSA.

Main Results:

CSCE, CSE, and ICTU positively predicted MPSA.
CSCE indirectly influenced MPSA through CSE, supporting social cognitive theory.
ICTU positively moderated CSCE → CSE but negatively moderated CSCE → MPSA and CSE → MPSA, indicating potential negative impacts of excessive use.
Subgroup analyses showed variations based on gender and mathematical literacy.

Conclusions:

The study elucidates the complex psychological pathways linking creative learning environments to MPSA.
Provides empirical support for social cognitive and constructivist theories in educational settings.
Offers insights for implementing differentiated teaching interventions to reduce academic burden and enhance efficiency.