Innovative thinking skills and creative thinking dispositions in learning environments: Antecedents and consequences

•Students with high learning-goal orientation have higher intrinsic and extrinsic motivation.•There is a significant relationship between performance approach goal orientation and intrinsic motivation.•Antecedents are variables for extrinsic motivation, creative thinking dispositions and innovative thinking skills.•Innovation search and inquisitive and opportunity oriented dimensions are the determinants of engagement.•Supporting creative thinking dispositions, and innovative thinking skills does not affect academic success. The purpose of this study is to investigate the antecedents and consequences of creative and innovative thinking in educational environments. The research group of this study consists of 110 students continuing undergraduate education in Turkey. The data were collected using a personal information form and three scales. As a result of this study, extrinsic motivation is a direct antecedent variable for creative thinking dispositions and innovative thinking skills, learning and performance-approach goal orientation is an indirect antecedent variable. Innovation search and inquisitive and opportunity-oriented dimensions are determinants of engagement. Supporting creative thinking dispositions, and innovative thinking skills does not affect academic achievement. Examining the variables associated with creative and innovative thinking will shed light on learning processes from many aspects such as creativity, innovation, commitment, performance, product development, achievement, and motivation.