This study targeted elementary school students with mathematics difficulties, reading difficulties, reading and
mathematics difficulties, and no learning difficulties. The purpose of this study was to examine the effects of
teachers' interactive class, students' academic stress, and parental educational support on the creativity development
of students mediated by students' self-concept and basic academic competency. The Korea Education Longitudinal
Study (2013), a three-year panel survey developed by Korean Educational Development Institute, was used in this
study. In 2013, a total of 6,095 fifth-grade students, including 371 students with mathematics difficulties, 101
students with reading difficulties, 120 students with reading and mathematics difficulties, and 5,503 students with
no learning difficulties, participated in this longitudinal survey. To verify the structural relationship between
variables, we implemented the Latent Growth Model via AMOS 24.0 program. Sobel (1986)'s Z test was used to
examine the mediating effect of self-concept and basic academic competency on students' creativity development.
Results showed that in the fifth grade, students' self-concept had a significant mediating effect when all four
groups' degree of interactive class and parental educational support significantly influenced their creativity.
Self-concept's rate of change also had a significant mediating effect when the rate of change of interactive class had
a significant effect on the creativity development of students with reading difficulties, reading and mathematics
difficulties, and no learning difficulties. At the time of the fifth grade, students with no learning difficulties' basic
learning competency had a significant mediating effect when their interactive class, academic stress, and parental
educational support significantly influenced their creativity. In the fifth grade, academic stress had a significantly
negative influence on the self-concept of students with mathematics difficulties, reading and mathematics difficulties,
and no learning difficulties. Parental educational support's rate of change of students with no learning difficulties
had a significant influence on the development of basic learning competency. Study limitations, suggestions for
future research, and practical implications were discussed.
