Creative Thinking and Academic Performance across Cultures: Multilevel Analyses Based on PISA 2022
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| Title: | Creative Thinking and Academic Performance across Cultures: Multilevel Analyses Based on PISA 2022 |
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| Language: | English |
| Authors: | Yueling Wei (ORCID |
| Source: | British Journal of Educational Psychology. 2026 96(2):689-701. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Creative Thinking, Academic Achievement, Foreign Countries, International Assessment, Achievement Tests, Secondary School Students, Individualism, Collectivism, Reading Achievement, Mathematics Achievement, Science Achievement, Cultural Context |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| DOI: | 10.1111/bjep.70045 |
| ISSN: | 0007-0998 2044-8279 |
| Abstract: | Background: Creative thinking has been widely recognized as a potential contributor to improved academic performance. However, this association has not been systematically confirmed across culturally diverse societies. Objective: This study aimed to investigate the relationship between creative thinking and adolescents' academic performance, and to examine the moderating role of two cultural dimensions from the Minkov-Hofstede model: individualism-collectivism and flexibility-monumentalism. Methods: Using data from the 2022 Programme for International Student Assessment (PISA 2022), multilevel analyses were conducted based on responses from 376,130 adolescents across 48 countries/regions. Results: The analyses revealed a significant positive relationship between creative thinking and academic performance on a global scale. Furthermore, this relationship was moderated by cultural values: in more individualistic societies, the academic benefits of creative thinking were stronger in reading, math and science; in more flexible societies, creative thinking was more strongly associated with math performance only. Conclusions: These findings highlight the importance of considering both individual factors and broader sociocultural contexts when examining adolescents' academic performance. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505364 |
| Database: | ERIC |
| Abstract: | Background: Creative thinking has been widely recognized as a potential contributor to improved academic performance. However, this association has not been systematically confirmed across culturally diverse societies. Objective: This study aimed to investigate the relationship between creative thinking and adolescents' academic performance, and to examine the moderating role of two cultural dimensions from the Minkov-Hofstede model: individualism-collectivism and flexibility-monumentalism. Methods: Using data from the 2022 Programme for International Student Assessment (PISA 2022), multilevel analyses were conducted based on responses from 376,130 adolescents across 48 countries/regions. Results: The analyses revealed a significant positive relationship between creative thinking and academic performance on a global scale. Furthermore, this relationship was moderated by cultural values: in more individualistic societies, the academic benefits of creative thinking were stronger in reading, math and science; in more flexible societies, creative thinking was more strongly associated with math performance only. Conclusions: These findings highlight the importance of considering both individual factors and broader sociocultural contexts when examining adolescents' academic performance. |
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| ISSN: | 0007-0998 2044-8279 |
| DOI: | 10.1111/bjep.70045 |
