This study was designed to investigate the relationship between student’s perceived creativity and academic achievement. Researchers have argued that student’screative potential are to be achieved academically in the classroom. Thisquantitative study surveyed 311 students aged 15 to19 years old from threeinternational parochial high schools in Thailand. Students’ perception of theircreativity was measured using Dr. Kumar & Dr. Holman’s questionnaire. Thecumulative grade point average (CGPA) was the standard used to evaluate theiracademic achievement. The findings showed that all schools are moderate inrelevant skills and process but rather low in the remaining creativity dimensions.The multiple regression analysis showed that the relationship between creativitydimensions and academic achievement is essentially zero, except for self-regulationwhich suggested that self-regulation could be the most important creativityconstruct that explains academic achievement. Based on these findings, it isrecommended that self-regulation be examined further to see the extent to which itcontributes to academic achievement
