Mediational Effect of Students’ Creativity on the Relationship between Leadership on Academic Success: Well-Being as Moderator

Positive psychology has strong implications for students’ success and holistic development in schools. The present study aimed to explore the mediating effect of creativity and the moderating effect of well-being on the relationship between student leadership and academic success at the secondary level. The research design of the present quantitative study was cross-sectional in nature. The sample of 811 secondary school students was selected using multi-stage and multi-method sampling techniques. The data were collected personally by face-to-face interaction using a self-developed questionnaire. Data were analysed with SPSS software (version 26) using simple linear regression, mediation, and moderation analysis by Hayes' Process macro. From analysis, we revealed that students’ leadership (β = .460, t598 = 12.663, p < .001) and creativity (β = .460, t598 = 12.663, p < .001) significantly contributes to their academic success. Students’ creativity (B = .560, SE = .035, t809 = 16.128, p < .001, 95 % CI .492, .628) was found to be significant moderator for the relationship between leadership and academic success. It was further revealed that well-being (β = -.013, SE = .028, t809 = -.480, p = .631) was not a statistically significant moderator for the relationship between leadership and academic success. Teachers were suggested to develop interventions based on the principles of positive psychology to influence various aspects of students’ academic success in schools. Future research was suggested to explore the role of cultural and environmental factors on the causal relationships among leadership, academic success, creativity, and well-being.