Modeling Causal Relationships among Creative Achievement, Divergent Thinking, Internal Motivation, Openness to experience, and Creative Classroom Environment Within a Sample of Faculty of Education Students.

Document Type : Original Article

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Educational psychology department, Faculty of Education, Damanhour University

Abstract

The aim of the current research is to model the relationships between creative achievement, divergent thinking, internal motivation, openness to experience and the creative classroom environment in a sample of university students, as well as to identify the differences in the relationships between those variables according to the field of creative achievement. To verify this, a number of tools were applied to measure the research variables on a sample of students from the Faculty of Education at Damanhour University, which numbered 250 male and female students in the first year in different divisions, as well as 103 students from the same group to verify the psychometric properties of the research tools.
The results indicated that there was a statistically significant effect of the creative classroom environment on creative achievement, openness to experience and internal motivation, while the other effects were not statistically significant. There were also discrepancies in the relationships between the creative classroom environment and creative achievement, as well as the relationships between openness to experience and creative achievement across different areas of creative achievement.

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