Epistemic justification and social interaction through academic resilience: the moderated mediation role of scientific creativity

Abstract This study addresses a gap in the literature by examining the associations between epistemic justification, academic resilience, social interaction, and scientific creativity. These constructs, spanning both individual and social dimensions, have not been systematically investigated together. To address this, a valid and reliable measurement tool was developed, and a model was tested. The study adopts an exploratory sequential mixed-methods design. In the qualitative phase, a case study approach was used, and data from semi-structured interviews were analyzed through thematic and content analysis. These findings informed the development of the measurement tool used in the quantitative phase. The instrument, supported by psychometric analyses, was administered to 395 science high school students. The results indicate that academic resilience mediates the association between epistemic justification and social interaction, while scientific creativity moderates this association, forming a moderated mediation model. The findings suggest that academic development extends beyond cognitive processes and involves interconnected social, affective, and ethical dimensions. These results underscore the importance of designing educational processes that foster critical thinking, resilience, creativity, and social interaction.