Prediction of Creative Self-Efficacy Based on Innovative Thinking, Brain-Behavioral Systems, and the Mediating Role of Cognitive-Emotional Self-Regulation and Creative Problem-Solving in Teenage Girls in Tehran

Abstract

Background and Aim: Nowadays, educational systems in every country strive to identify creative, innovative, and efficient students to harness their cognitive and emotional capacities in addressing significant societal challenges. In this context, conducting studies in various educational sciences has become a necessity. The present study aimed to predict creative self-efficacy based on creative thinking, behavioral brain systems, and the mediating roles of cognitive-emotional self-regulation and creative problem-solving among adolescent girls in Tehran. Materials and Methods: This research was conducted with a fundamental purpose and employed a descriptive-correlational path analysis approach. The statistical population included all female high school students in Tehran during the 2023-2024 academic year. A sample of 221 students was selected using a cluster sampling method. Data collection tools included the Carver and White Behavioral Inhibition/Activation System Questionnaire (1994), the short form of the Cognitive Emotion Regulation Questionnaire by Garnefski and Kraaij (2006), Beghetto's Creative Self-Efficacy Scale (2006), Carter's Creative Thinking Questionnaire (2009), and Basadur's Creative Problem-Solving Scale (1999). Structural Equation Modeling (SEM) with AMOS 24 and SPSS 27 was used to evaluate the proposed model. Results: Findings indicated a satisfactory fit between the proposed model and the data. Path analysis results showed that behavioral inhibition and activation systems, as well as creative thinking, explained 16% of the variance in maladaptive cognitive-emotional self-regulation strategies, 33% of the variance in adaptive cognitive-emotional self-regulation strategies, and 38% of the variance in creative problem-solving. Furthermore, behavioral brain systems, creative thinking, adaptive and maladaptive self-regulation strategies, and creative problem-solving together explained 39% of the variance in creative self-efficacy. Conclusion: The results of this study underscore the simultaneous importance of strengthening cognitive-emotional skills and behavioral brain systems in enhancing creative self-efficacy among adolescents, as well as in designing effective educational and developmental interventions to promote creativity within the educational system. These findings may inform policymakers and educational planners in developing innovative skills among adolescents