Causal model of unsatisfactory behavior and academic performance as explanatory variables of creative thinking

Abstract

Objective: To identify the explanatory level of creative thinking based on unsatisfactory behavior and student academic performance. Method: The structural equation model was applied with the MPLUS program (Munthén & Munthén, 2022), from which a documentary analysis was made of the school year's promotion reports regarding behavior and academic performance. We worked with a stratified random sample of 103 high school students from a basic education school in the city of Azogues, Ecuador. Results: The structural equation model shows that performance explains very little creativity (r=0.185) while not so satisfactory disciplinary behavior explains it mostly (0.648). In turn, behavior and performance are negatively correlated. Conclusion: As the behavioral problems of some students of the institution increase, their level of creativity increases.