Background:Today's complex life is being renewed every moment. Human society needs creativity and innovation to survive and thrive. Since adolescents and young people are the most important assets of any country, paying attention to the growth and flourishing of their creative thinking is one of the most important goals of governments and educational systems. Therefore, to achieve a creative and dynamic society, it is important to identify variables and factors affecting students' creativity.
Aim: The aim of this study was to investigate the hypothesized model of the relationship between different types of feedback on creative thinking and creative performance with the mediating role of intrinsic motivation, creative self-efficacy, achievement goals and the role of cognitive load adjustment in high school students.
Methodology The statistical population of this study is high school students that 300 people were selected in absentia and online voluntarily by available sampling method. The self-assessment questionnaires of creativity, creative behavior, teacher feedback, intrinsic motivation, creative self-efficacy, achievement goals and cognitive burden were used to collect data. Correlation and path analysis tests were performed using SPSS and Amos software.
Conclusions: Findings showed that the direct relationship between feedback types with intrinsic motivation and creative self-efficacy was significant. The direct relationship between the types of feedback and progress goals was not significant. The direct relationship between creative thinking and creative performance, the indirect relationship between teacher feedback, immediate feedback and delayed feedback with creative performance were significant through creative thinking. The relationship between cognitive burden and creative thinking, interaction of cognitive burden and creative thinking with creative performance was significant. Keywords: Creative Thinking, Treative Performance, Teacher feedback, Intrins