Abstract
Drawing on the componential theory of creativity, we report on the development of a model for understanding students' experiences of creative school environments, based on survey responses from Grade 7 and 9 Australian students (N = 2538) across 13 high schools. Confirmatory factor analysis was used to test for construct validity of scales, followed by structural equation modeling to estimate the fit of the hypothesised model to the data, and estimate direct and indirect relations between variables. Consistent with predictions based on the componential model, students' perceptions of the extent to which creativity was supported through classroom work had substantial direct relations with intrinsic motivation and creative self-efficacy. Also consistent with predictions, intrinsic motivation acted as a mediating variable for a number of pathways in the model. Demographic covariates were generally less salient than personality covariates. Implications for educational practice and future research are discussed.
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