The Effect of Mathematical Satisfaction on Mathematical Creativity
The Moderating Role of Individual Variables
Bibliographic Data
| ID | 10094169 |
|---|---|
| Authors | Feride Ozyildirim Gumus (0000-0002-1149-0039, Mathematics Education Department Aksaray University Aksaray Turkiye, corresponding author), Sumeyra Soysal (0000-0002-7304-1722, Educational Measurement Department Necmettin Erbakan University Konya Turkiye) |
| Year | 2026 |
| Volume | 60 |
| Issue | 1 |
| Publication date | 2026-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Creative Behavior (JOURNAL) |
| Journal identifiers | ISSN: 0022-0175 • E-ISSN: 2162-6057 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jocb.70083 |
| OpenAlex | W7117696967 |
| Language | EN |
| References cited | 84 |
This study seeks to explore the moderating effect of gender, grade level, self‐confidence in mathematics, and study time allocated for mathematics outside of school on the relationship between mathematical satisfaction and mathematical creativity. Data were collected from 452 students attending state middle schools in different cities. In addition to a survey with demographic variables, data collection tools include a mathematical creativity test consisting of five open‐ended mathematical problems and a Likert‐type scale measuring mathematical satisfaction. The findings indicate a significant positive effect of mathematical satisfaction on mathematical creativity. The results further proved that there is no significant moderating role of gender, grade level, self‐confidence in mathematics, and study time allocated for mathematics outside of school on this relationship. Future studies can focus on examining in more detail how this positive effect between mathematical satisfaction and mathematical creativity occurs
Creativity · Data collection · Mathematical model · Mathematical problem · Scale (ratio) · Test (biology) · Variables · Cognitive and developmental aspects of mathematical skills · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness
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| Highly cited | No |
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