The relationship between creative self-concept and activities of Japanese junior high and high school students: A two-year longitudinal study

Abstract

The construct of creative self-concept has recently gained attention for its role in fostering creativity. While the positive influence of creative self-concept on creative behavior and achievement has been empirically investigated, the reciprocal process by which creative behavior shapes creative self-concept remains underexplored. This study conducted three longitudinal assessments at six-month intervals with 474 students from a combined junior high and high school in Japan. Applying the framework of the reciprocal effects model of self-concept, this study examined how creative behavior and creative self-concept—specifically, creative self-efficacy and creative personal identity—interact over time. Structural equation modeling results supported the hypothesis that creative behavior positively influences both creative self-efficacy and creative personal identity. In line with prior research, these findings suggest a mutually reinforcing relationship between creative behavior and creative self-concept. Educational programs should incorporate creative activities to enhance students’ creative self-concept and foster their overall and creative development.