The Moderating Role of Motivation in the Relationship between Creative Thinking and Mathematics Achievement among Students

Background and Objectives: Creativity in mathematics should be considered one of the core components of math education. One of the key factors influencing creativity is fostering motivation in mathematics among students. Therefore, this study aims to examine the moderating role of motivation in the relationship between students' creative thinking and their mathematical achievement in the eighth grade of lower secondary school during the 2019-2020 academic year. Methods: This research is quantitative. The study population comprises all eighth-grade male students in lower secondary schools in Malard County. A clustered sampling method was used to select the sample. Standard questionnaires were employed to collect data for the variables of motivation and creative thinking. Descriptive statistics were analyzed using SPSS24 software, and for inferential statistics, SmartPLS software and structural equation modeling with the partial least squares (PLS) method were utilized to examine the moderating role of motivation. Findings: The results indicate that motivation positively moderates the relationship between creative thinking and mathematical achievement. In other words, motivation can enhance students' creative thinking in mathematics, leading to a positive impact on their mathematical progress. Conclusion: Based on the findings of this study, it is recommended that the guidance and methods used in the “learning environment” also be extended to the home environment, where they can be practiced and reinforced. This extension can further strengthen the foundation for fostering creative motivation.