Journal of Pedagogical Sociology and Psychology
Educational climate as a psychosocial context for creative self-concept among university students: A mixed-methods study
Rahmat Aziz 1 * , Mukhibat Mukhibat 2, Agus Zaenul Fitri 3, Nurhasanah Nurhasanah 4, Syarifuddin Syarifuddin 5
More Detail
1 Department of Psychology, Faculty of Psychology, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
2 Department of Islamic Education Management, Faculty of Islamic Education, Universitas Islam Negeri Kiai Ageng, Indonesia
3 Department of Islamic Education Management, Faculty of Islamic Education, Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Indonesia
4 Department of Islamic Elementary School Teacher Education, Universitas Islam Ahmad Dahlan Sinjai, South Sulawesi, Indonesia
5 Department of Madrasah Ibtidaiyah Teacher Education, Sekolah Tinggi Ilmu Qur’an Amuntai, South Kalimantan, Indonesia
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2026 - Volume 8 Issue 1, Article No: e42144
https://doi.org/10.33902/JPSP.202642144

Article Type: Research Article

Published Online: 07 Mar 2026

Views: 6 | Downloads: 2

ABSTRACT
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.
KEYWORDS
creative self-concept creative self-efficacy educational climate higher education psychosocial context
In-text citation: (Aziz et al., 2026)
Reference: Aziz, R., Mukhibat, M., Fitri, A. Z., Nurhasanah, N., & Syarifuddin, S. (2026). Educational climate as a psychosocial context for creative self-concept among university students: A mixed-methods study. Journal of Pedagogical Sociology and Psychology, 8(1), e42144. https://doi.org/10.33902/JPSP.202642144
In-text citation: (1), (2), (3), etc.
Reference: Aziz R, Mukhibat M, Fitri AZ, Nurhasanah N, Syarifuddin S. Educational climate as a psychosocial context for creative self-concept among university students: A mixed-methods study. Journal of Pedagogical Sociology and Psychology. 2026;8(1), e42144. https://doi.org/10.33902/JPSP.202642144
In-text citation: (1), (2), (3), etc.
Reference: Aziz R, Mukhibat M, Fitri AZ, Nurhasanah N, Syarifuddin S. Educational climate as a psychosocial context for creative self-concept among university students: A mixed-methods study. Journal of Pedagogical Sociology and Psychology. 2026;8(1):e42144. https://doi.org/10.33902/JPSP.202642144
In-text citation: (Aziz et al., 2026)
Reference: Aziz, Rahmat, Mukhibat Mukhibat, Agus Zaenul Fitri, Nurhasanah Nurhasanah, and Syarifuddin Syarifuddin. "Educational climate as a psychosocial context for creative self-concept among university students: A mixed-methods study". Journal of Pedagogical Sociology and Psychology 2026 8 no. 1 (2026): e42144. https://doi.org/10.33902/JPSP.202642144
In-text citation: (Aziz et al., 2026)
Reference: Aziz, R., Mukhibat, M., Fitri, A. Z., Nurhasanah, N., and Syarifuddin, S. (2026). Educational climate as a psychosocial context for creative self-concept among university students: A mixed-methods study. Journal of Pedagogical Sociology and Psychology, 8(1), e42144. https://doi.org/10.33902/JPSP.202642144
In-text citation: (Aziz et al., 2026)
Reference: Aziz, Rahmat et al. "Educational climate as a psychosocial context for creative self-concept among university students: A mixed-methods study". Journal of Pedagogical Sociology and Psychology, vol. 8, no. 1, 2026, e42144. https://doi.org/10.33902/JPSP.202642144
REFERENCES
  • Álvarez-Huerta, P., Muela, A., & Larrea, I. (2021). Student engagement and creative confidence beliefs in higher education. Thinking Skills and Creativity, 40, 100821. https://doi.org/10.1016/j.tsc.2021.100821
  • Aziz, R., Maimun, A., Hamid, A., Masturin, M., & Efiyanti, A. Y. (2025). An exploration of students’ creativity through a mixed-methods study in the classroom. Journal of Education and Learning, 19(2), 650–657. https://doi.org/10.11591/edulearn.v19i2.21649
  • Aziz, R., Mulyadi, M., Mangestuti, R., Hady, M. S., & Wahyuni, E. N. (2024). Exploring student and teacher perspectives on well-being development: A mixed-methods investigation. Participatory Educational Research, 11(1), 198–210. https://doi.org/10.17275/per.24.12.11.1
  • Beghetto, R. A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. In M. Karwowski & J. C. Kaufman (Eds.), The creative self: Effect of beliefs, self-efficacy, mindset, and identity (pp. 3–22). Elsevier. https://doi.org/10.1016/B978-0-12-809790-8.00001-7
  • Benedek, M., Saretzki, J., & Lebuda, I. (2025). Why do you think you are creative? An analysis of sources and correlates of creative self-concept judgements. Thinking Skills and Creativity, 57, 101813. https://doi.org/10.1016/j.tsc.2025.101813
  • Božović, S. G., Stojanović, T. M., & Simić, M. M. (2024). The connection between school climate and class climate. Science: International Journal, 3(1), 157–161. https://doi.org/10.35120/sciencej0301157b
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
  • Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage.
  • Capron Puozzo, I., & Audrin, C. (2021). Improving self-efficacy and creative self-efficacy to foster creativity and learning in schools. Thinking Skills and Creativity, 42, 100966. https://doi.org/10.1016/j.tsc.2021.100966
  • Corrêa, R., & Mourão, L. (2025). Creativity in higher education: A systematic literature review. International Journal of Educational Research, 132, 102613. https://doi.org/10.1016/j.ijer.2025.102613
  • Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
  • Culpepper, M. K., & Gauntlett, D. (2024). The construction of everyday creative identity. Journal of Creativity, 34(2), 100085. https://doi.org/10.1016/j.yjoc.2024.100085
  • Davletova, A., Nazarova, A., Alzhanova, A., & Lazareva, Y. (2025). How does student creativity depend on teaching methods at the institute? Modern information technologies for education and creativity as manifestations of the specifics of the psyche. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2482502
  • Dima, A., Kotsidis, K., & Lafazanis, I. S. (2026). Drama education and artificial intelligence in sixth-grade geography lessons: An approach to cultivating critical thinking. International Journal of Didactical Studies, 7(2), e37844. https://doi.org/10.33902/ijods.202637844
  • Eyüp, B. (2023). The effect of creative drama on the creative self-efficacy of pre-service teachers. Journal of Pedagogical Research, 7(4), 48-74. https://doi.org/10.33902/JPR.202321418
  • Fang, Y.-H., & Chang, Y.-C. (2023). Effect of creative self-efficacy on creativity among college students: The moderating effect of college innovation climate. International Journal of Higher Education, 12(5), 128. https://doi.org/10.5430/ijhe.v12n5p128
  • Fikri, R. A., Suwono, H., Susilo, H., & Kusairi, S. (2026). Fostering students’ creative thinking through inquiry-design-based STEM water purification project. Journal of Pedagogical Research. Advance online publication. https://doi.org/10.33902/JPR.202638877
  • Gonzalez-Berruga, M. A. (2025). Measuring educational quality in the classroom: Validation of the Effective Teaching in Secondary Education Questionnaire. International Journal of Didactical Studies, 6(1), 31584. https://doi.org/10.33902/ijods.202531584
  • Habib, S., Vogel, T., & Thorne, E. (2025). Student perspectives on creative pedagogy: Considerations for the Age of AI. Thinking Skills and Creativity, 56, 101767. https://doi.org/10.1016/j.tsc.2025.101767
  • He, W., & Zhang, K. (2025). From perceived school climate to creativity performance: The serial multiple mediation of creative self‐efficacy and creativity motivation. The Journal of Creative Behavior, 59(3), 70045. https://doi.org/10.1002/jocb.70045
  • Huhemandula, Liu, J., Bai, J., & Zaman, U. (2025). Responsibility climate and graduate creativity in higher education: The mediating role of learning climate and the moderating effects of teaching strategies. Journal of Management Practices, Humanities and Social Sciences, 9(4), 1. https://doi.org/10.33152/jmphss-9.4.1
  • Ishiguro, C., Matsumoto, K., Agata, T., & Okada, T. (2025). The relationship between creative self-concept and activities of Japanese junior high and high school students: A two-year longitudinal study. Thinking Skills and Creativity, 57, 101831. https://doi.org/10.1016/j.tsc.2025.101831
  • Jensen, J. B. (2025). Creativity in higher education. Journal of Problem Based Learning in Higher Education, 13(1), 1–24. https://doi.org/10.54337/ojs.jpblhe.v13i1.11015
  • Jin, X., & Ye, Y. (2022). Impact of fine arts education on psychological wellbeing of higher education students through moderating role of creativity and self-efficacy. Frontiers in Psychology, 13, 957578. https://doi.org/10.3389/fpsyg.2022.957578
  • Junya, Z., Yan, C., Junting, S., Xueqing, S., Moreira, P., & Cuiping, X. (2025). Exploring the application of teaching models to foster creativity in nursing students: A systematic literature review and Bayesian network meta‐analysis. International Journal of Nursing Practice, 31(6), 70078. https://doi.org/10.1111/ijn.70078
  • Karwowski, M., Lebuda, I., & Wisniewska, E. (2018). Measuring creative self-efficacy and creative personal identity. The International Journal of Creativity & Problem Solving, 28(1), 45–57.
  • Krupat, E., Borges, N. J., Brower, R. D., Haidet, P. M., Schroth, W. S., Fleenor, T. J., & Uijtdehaage, S. (2017). The educational climate inventory: Measuring students’ perceptions of the preclerkship and clerkship settings. Academic Medicine, 92(12), 1757–1764. https://doi.org/10.1097/ACM.0000000000001730
  • Li, Z., & Li, Q. (2025). The effects of school climate on students’ creativity: The mediating role of growth mindset and self-efficacy. Thinking Skills and Creativity, 57, 101851. https://doi.org/10.1016/j.tsc.2025.101851
  • López, U. H., Vázquez-Vílchez, M., & Salmerón-Vílchez, P. (2024). The contributions of creativity to the learning process within educational approaches for sustainable development and/or ecosocial perspectives: A systematic review. Education Sciences, 14(8), 824. https://doi.org/10.3390/educsci14080824
  • Mangion, M., Valquaresma, A., & Glaveanu, V. P. (2025). Exploring the impact of possibility thinking training on educators’ creative self-perceptions: A mixed methods action research study in Maltese schools. Methods in Psychology, 13, 100198. https://doi.org/10.1016/j.metip.2025.100198
  • Muñoz-Salinas, Y., Caro-Zúñiga, D., & Jeria, I. (2025). Creativity and preservice teachers: A literature review of an underexplored field (2014–2024). Education Sciences, 15(3), 395. https://doi.org/10.3390/educsci15030395
  • Nugent, A., Carroll, A., Lodge, J. M., Matthews, K. E., MacMahon, S., & Sah, P. (2023). A qualitative exploration of expert perspectives on applying the science of learning to higher education. Frontiers in Education, 8, 1233651. https://doi.org/10.3389/feduc.2023.1233651
  • Orakcı, Ş. (2025). Autonomous learning and creative cognition: the mediating effect of gifted students’ self-efficacy. Frontiers in Psychology, 15, 1301528. https://doi.org/10.3389/fpsyg.2024.1301528
  • Owusu-Agyeman, Y., & Pillay, S. (2023). Insights and experiences of students about the factors that enhance relational pedagogy in higher education. Journal of University Teaching and Learning Practice, 20(6), 20. https://doi.org/10.53761/1.20.6.20
  • Puente-Diaz, R., & Cavazos-Arroyo, J. (2021). Creative personal identity and creative mindsets, and their implications for creative potential and metacognition: A latent variable and a latent class approach. Creativity. Theories – Research - Applications, 8(2), 20–31. https://doi.org/10.2478/ctra-2021-0015
  • Putra, Z. A. Z., Susilo, H., Suwono, H., & Ibrohim, I. (2025). Revealing the effect of problem-based learning combined with the use of digital mind map on students’ creative thinking. Journal of Pedagogical Research, 9(3), 43-61. https://doi.org/10.33902/JPR.202522991
  • Qian, J., Li, X., Liu, T., Zhang, M., & Li, K. (2023). Direct and indirect effects of self-directed learning on creativity in healthcare undergraduates: A chain mediation model of openness to challenge and diversity and creative self-efficacy. Frontiers in Psychology, 14, 1182692. https://doi.org/10.3389/fpsyg.2023.1182692
  • Roberts, J., Duncan, P., & Mesek, M. (2025). Impactful creative pedagogy to enhance learning about innovation and creativity: Interview an innovator. Journal of Perspectives in Applied Academic Practice, 13(2), 59. https://doi.org/10.56433/vtrtyg59
  • Shumylo, M., Isayeva, O., Khmilyar, I., Huziy, I., Yaremko, H., & Drachuk, M. (2022). Creativity as an essential aspect in medical education. Creativity Studies, 15(1), 182–198. https://doi.org/10.3846/cs.2022.13320
  • Sutton, T. (2025). Thinking through practice: Re-envisioning Kolb through applied design pedagogy. Journal of Perspectives in Applied Academic Practice, 13(1), 14. https://doi.org/10.56433/xsqbaj14
  • Tshering, K., Dorji, P., & Jatsho, S. (2024). Enhancing students’ behavioural and cognitive engagement through active learning strategies in physics. International Journal of Didactical Studies, 5(1), 23328. https://doi.org/10.33902/ijods.202423328
  • Varela, J. J. (2021). Subjective well-being, bullying, and school climate among chilean adolescents over time. School Mental Health, 13(3), 616–630. https://doi.org/10.1007/s12310-021-09442-w
  • Wang, Z., Wang, L., Miao, H., Yan, R., Shi, Y., Yuan, X., Wang, N., & Wang, F. (2023). Classroom climate and creativity: The indirect effect of autonomous motivation. Journal of Applied Developmental Psychology, 87, 101556. https://doi.org/10.1016/j.appdev.2023.101556
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.