Descriptive-correlational analysis explores the role of student motivation in creative thinking skills, suggesting teacher support directly influences outcomes.
Key Points
Creative thinking skills in mathematics improve with perceived teacher support, and direct influence remains significant despite student motivation levels.
High correlations were observed between perceived teacher support and both student motivation and creative thinking skills, indicating important relationships.
Mediation analysis showed that student motivation does not significantly mediate the relationship between teacher support and creative thinking skills.
Findings emphasize the need for teacher development focused on creativity-fostering methods to enhance educational outcomes in mathematics.