This study aimed to examine the effect of creative personality traits on creative thinking dispositions through creative learning environments and teacher behaviors that foster creativity. Gender, department, and grade level are also defined as common variables. 1320 teacher candidates who were selected with purposeful and appropriate sampling supported the research. 726 of these individuals are females and 594 are males. Participants in the study are teacher candidates from education faculties, science, mathematics, classroom, and educational sciences departments. Whilst determining the participants, attention was paid to the selection of those who have previously taken courses that are directly or indirectly related to creative thinking, critical and analytical thinking, entrepreunership and creativity. Descriptive and inferential statistics were used in the analysis of the research data. Aside from this, the mediation effect of variables was performed using Hayes' number 6 serial multiple mediation analysis models. As a result of the research, it was found that creative personality traits positively predicted creative thinking dispositions through the learning environment and teachers' fostering behaviors. The creative learning environment and teachers' fostering behaviors similarly have a positive mediating effect.

本研究旨在通过创造性的学习环境和培养创造力的教师行为来检验创造性人格特质对创造性思维倾向的影响。性别、部门和年级也被定义为公共变量。1320 名通过有目的和适当抽样选出的教师候选人支持了这项研究。其中726人为女性，594人为男性。该研究的参与者是来自教育学院、科学、数学、课堂和教育科学部门的教师候选人。在确定参与者的同时，重点是选择那些以前参加过与创造性思维、批判性和分析性思维、创业和创造力直接或间接相关的课程的人。在研究数据的分析中使用了描述性和推理性统计。除此之外，变量的中介效应是使用海耶斯的 6 号序列多重中介分析模型进行的。研究结果发现，创造性人格特质通过学习环境和教师的培养行为积极预测了创造性思维倾向。创造性的学习环境和教师的培养行为同样具有积极的中介作用。研究发现，创造性人格特质通过学习环境和教师的培养行为正向预测创造性思维倾向。创造性的学习环境和教师的培养行为同样具有积极的中介作用。研究发现，创造性人格特质通过学习环境和教师的培养行为正向预测创造性思维倾向。创造性的学习环境和教师的培养行为同样具有积极的中介作用。