Innovative behavior (INB) among students in basic education plays a critical role in preparing them for future challenges. In a rapidly changing world, fostering creativity quotient (CQ), creative self-efficacy (CSE), and creativity disposition (CD) is essential to equip young students with the skills necessary to solve complex problems. However, it remains unclear which antecedent factors influence INB and how these variables collectively contribute to changes in INB among basic education students. This study employed a descriptive, cross-sectional research design in Thailand, with participants recruited from four regions—North, Northeast, Central, and South—using a multi-stage random sampling method. Data were collected from December 2023 to July 2024, with a total of 1494 students from 16 schools ultimately selected for the study. The research explored the levels of CD, CSE, CQ, thinking ability (THI), and INB, and developed a structural equation model for INB. The findings revealed that (1) levels of CD, CQ, CSE, and INB were moderate, whereas THI was notably low; and (2) INB was influenced both directly and indirectly by CD, CSE, CQ, and THI, with CSE acting as a key mediator. These results provide a clearer understanding of the personal characteristics that influence INB in basic education students and offer guidance for designing programs or instructional methods that foster INB, which is crucial for curriculum designers, policymakers, teachers, psychologists, and educators.
Saengpanya et al. (Fri,) studied this question.