Creative Thinking and Non-Cognitive Factors in Science: Implications for Diversity in STEM Subjects

Abstract

Educational institutions worldwide are increasingly urged to recognize the significance of integrating creative thinking and other essential capabilities across different academic disciplines. Additionally, there is a growing focus on students’ non-cognitive factors. However, relationships between creativity and non-cognitive factors, such as self-concept in subjects such as science, are not well understood. Given the global attempts to increase diversity in STEM subjects, this study explores the relationships between year 8 female students’ non-cognitive factors in science and their creative thinking through a series of structural equation models (SEM). The findings identified a positive relationship between specific non-cognitive factors and creative thinking, which has significant implications for curriculum writers and teachers, who should consider these findings to potentially increase student creativity in STEM subjects. This is particularly pertinent in light of initiatives aimed toward fostering female students’ engagement in STEM fields throughout their academic journey and into their future careers.