Shaping young innovators: Similarity and distinction influences of cognitive and non-cognitive factors on innovative behaviors among primary and secondary school students

Innovative behavior (INB) is essential for equipping students with the skills necessary to navigate future challenges. However, the extent to which cognitive and non-cognitive factors influence INB among elementary and secondary students remains unclear. This study employs a descriptive, cross-sectional design to examine the invariance of factors affecting INB across these two educational levels and to analyze the effect sizes of various variables on INB in both groups. The sample comprises 1494 students-732 from elementary and 762 from secondary schools. Multiple group analysis was conducted to validate and assess the invariance of the structural model of INB across the two groups. The findings reveal that the proposed model is invariant and effectively explains the variance in INB. Both cognitive and non-cognitive factors were found to influence INB directly and indirectly, with notable similarities and differences between the two educational levels. In particular, creative self-efficacy (CSE) emerged as a key mediator in shaping INB. These results underscore the importance of both cognitive and non-cognitive factors in fostering students' INB, while also highlighting that their impact varies across educational levels. The study provides valuable insights not only into the factors influencing INB at different stages of education but also offers guidance on how to enhance INB through strategies tailored to the specific influencing factors at each level.