Mediating Effect of Student Motivation on the Relationship between Perceived Teacher Support and Creative Thinking Skills in Mathematics

Abstract

This study examined whether student motivation mediates the relationship between perceived teacher support and creative thinking skills in mathematics among Filipino secondary students. A quantitative, descriptive-correlational design with mediation analysis was employed. The study involved 274 Grade 10 students from four public secondary schools in New Corella District, Division of Davao del Norte, selected through stratified random sampling. Data were collected using the Mathematics Motivation Questionnaire, Questionnaire for Perceived Teacher Support, and a researcher-developed Creative Thinking Skills in Mathematics test. Descriptive analyses, Pearson Correlations, and mediation analysis were conducted. Results revealed high levels of student motivation, perceived teacher support, and creative thinking skills in mathematics. Significant positive correlations were found between perceived teacher support and creative thinking skills, perceived teacher support and student motivation, and student motivation and creative thinking skills. However, mediation analysis revealed that no significant indirect effect was observed for student motivation in the relationship between perceived teacher support and creative thinking skills. The direct effect of perceived teacher support on creative thinking skills remained significant. The findings suggest that teachers’ supportive teaching practices directly influence mathematical creative thinking skills rather than operating through student motivational pathways. Results highlight the importance of teacher professional development focused on creativity-fostering pedagogies and suggest that future research should examine alternative mediating variables in the teacher support-creativity relationship.