This study investigates the relationship between creative personality and academic achievement in first-year secondary education students, as well as the predictive capacity of creative personality on performance across different subject areas. The sample comprised 125 students who completed Garaigordobil’s Creative Personality Scale, and their academic grades were collected as performance indicators. Academic achievement was analyzed by distinguishing between STEM subjects (biology, technology, and mathematics) and non-STEM subjects (Spanish language, geography, arts, physical education, French, and English). The findings saw a positive association between creative personality and academic achievement in both STEM and non-STEM domains. Moreover, statistically significant sex differences emerged: female students obtained higher scores than male students on creative personality traits associated with problem identification and problem solving, as well as on dimensions related to enjoyment of diverse games and openness to new experiences. These results underscore the relevance of creative personality as a determinant of academic achievement across both scientific and non-scientific areas. They also highlight the importance of fostering creativity as an educational strategy aligned with sustainability goals. This study offers practical implications for the design of evidence-based psycho-pedagogical interventions that incorporate creativity as a means to promote responsible, equitable, and sustainable learning.
Sainz-Gómez et al. (Sat,) studied this question.