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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
Language: English
Authors: Yueling Wei (ORCID 0009-0007-3283-1959), Wang Zheng (ORCID 0000-0002-3339-5606), Yinqiu Zhao (ORCID 0009-0002-8981-0650), Zhiyu Liu (ORCID 0000-0001-9419-6275)
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
FullText Text:
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  Data: Creative Thinking and Academic Performance across Cultures: Multilevel Analyses Based on PISA 2022
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  Data: <searchLink fieldCode="AR" term="%22Yueling+Wei%22">Yueling Wei</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-3283-1959">0009-0007-3283-1959</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wang+Zheng%22">Wang Zheng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3339-5606">0000-0002-3339-5606</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yinqiu+Zhao%22">Yinqiu Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-8981-0650">0009-0002-8981-0650</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhiyu+Liu%22">Zhiyu Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9419-6275">0000-0001-9419-6275</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. 2026 96(2):689-701.
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  Data: 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
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Creative+Thinking%22">Creative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22International+Assessment%22">International Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Individualism%22">Individualism</searchLink><br /><searchLink fieldCode="DE" term="%22Collectivism%22">Collectivism</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Program+for+International+Student+Assessment%22">Program for International Student Assessment</searchLink>
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  Data: 10.1111/bjep.70045
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  Data: 0007-0998<br />2044-8279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: EJ1505364
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