This study examines educational climate as a psychosocial context associated with university students’ creative self-concept in everyday learning environments. It explores the relationships between learning-oriented, performance-oriented, and passive memorization-oriented educational climates and two dimensions of creative self-concept: creative self-efficacy and creative personal identity. A mixed-methods design was employed. Quantitative data were collected from 780 undergraduate students across 25 universities in Indonesia using standardized questionnaires and analysed through descriptive statistics, Pearson correlations, and multiple regression analyses. Qualitative data were obtained from open-ended responses on students’ learning experiences and analysed using reflexive thematic analysis. The findings indicate that a learning-oriented educational climate is positively associated with both creative self-efficacy and creative personal identity, whereas performance-oriented and passive memorization-oriented climates show limited associations. Qualitative findings further reveal that learning-oriented climates are experienced through ideational autonomy, meaningful cognitive challenge, and relational support accompanied by constructive feedback, which make educational climate psychologically salient for students’ creative self-perceptions. Overall, the study highlights educational climate not merely as a background condition but as a psychosocial and pedagogical context closely related to students’ creative self-concept, contributing to a nuanced understanding of creativity in higher education.
Aziz et al. (Sat,) studied this question.