The Mediating Effect of Academic Self- concept on the Relationship between Cognitive Engagement and Creative Thinking Skills among Elementary Education Students

The purpose of this study was to determine the mediating effect of academic self-concept on the relationship between cognitive engagement and creative thinking skills among elementary education students. A quantitative, non-experimental research design utilizing descriptive correlational research and mediation analysis was employed. A sample of 166 randomly selected elementary education students from a local college participated in the study and answered surveys measuring the three variables. Results revealed that students exhibited high levels of cognitive engagement, academic self-concept, and creative thinking skills. Furthermore, significant relationships were found between each pair of the variables. Cognitive engagement showed a significant relationship with academic self-concept (r = .709, p < .001). It also had a direct effect on creative thinking skills (r = .770, p < .001). Academic self-concept was significantly related to creative thinking skills as well (r = .688, p < .001). Moreover, academic self-concept was found to partially mediate the relationship between cognitive engagement and creative thinking skills, suggesting that students' confidence and motivation enhanced the impact of their cognitive engagement on creativity. These findings provide valuable insights for educators, institutions, and future researchers in fostering both cognitive engagement and creative thinking among students.