Predicting Academic Performance Based on Brain Executive Functions with the Mediation of Creativity among High School Students

The purpose of the study was to predict the academic performance based on executive functions of the brain with the mediating role of creativity. The success that each student can achieve in education is of the most significant concerns of the education system. Creativity is one of the factors that are closely related to learning. Nurturing creativity is of the most significant goals of education. Moreover, executive functions are of the significant components of students' academic performance. Over the last decade, there has been increasing attention to the role of executive functions in childhood, with the development and proper training of executive functions playing a key role in the social development, academic and educational success of children. The research method was multivariate descriptive of the correlational type conducted in the survey method. Spss 24 was used for data analysis. Descriptive data were mean, standard deviation, standard error, frequency table and correlation coefficient with multivariate regression used for statistical analysis. The results showed that the direct coefficients between the executive function to creativity were insignificant, but the coefficient of this construct to academic performance was significant at the 0.01 level, with no significant coefficients found between creativity and academic performance. Finally, creativity did not mediate the relationship between executive function and academic performance and there was only a direct effect between these two variables.