A Mechanism-Based Social-Emotional Problem-Based Learning Model for Fostering Creative Competencies in Primary Education

Developing creative competencies has become a major priority in primary education, yet existing studies have primarily examined the effectiveness of Social-Emotional Learning (SEL) and Problem-Based Learning (PBL) independently, offering limited explanation of the mechanisms through which these approaches jointly foster creativity. This study developed and evaluated a Mechanism-Based Social-Emotional Problem-Based Learning (MB-SEPBL) model that conceptualises socio-emotional competencies as the central mechanisms linking authentic problem-solving experiences with creative competency development. A quasi-experimental pretest–posttest non-equivalent control group design was employed involving 180 primary school students from three Indonesian public schools, comprising an experimental group (n = 90) and a control group (n = 90). Students in the experimental group received MB-SEPBL instruction, whereas the control group followed conventional teacher-centred learning. Data were analysed using descriptive statistics, independent-samples t -tests, ANCOVA, Linear Mixed-Effects Modelling, Hedges’ g , and bootstrap mediation analysis (5,000 resamples). Baseline equivalence indicated no significant pre-intervention differences between groups ( t (178) = −0.69, p  = .493). After controlling for baseline performance, ANCOVA demonstrated a highly significant intervention effect ( F (1,177) = 334.75, p  2  = .654), while the Linear Mixed-Effects Model confirmed a significant Group × Time interaction (β = 7.93, p  g  = 0.90) and a very large gain effect (Hedges’ g  = 2.73). Bootstrap mediation analysis further identified a significant indirect effect (3.21, 95% CI = 2.48–4.07, p