Demir, Elif Guven2025-10-112025-10-1120261871-18711878-0423https://doi.org/10.1016/j.tsc.2025.101966https://hdl.handle.net/20.500.12684/21923This exploratory study examined the moderator role of representational fluency in mental imagery's effect on scientific creativity. The study was conducted with the participation of 125 (60: girls, 65: boys) elementary school students aged 9-10 in D & uuml;zce, T & uuml;rkiye, in the 2024-2025 academic year. The study's hypotheses were analyzed and interpreted using the Process Macro program (for SPSS) developed by Hayes. The moderator variable effect of representational fluency was tested with Model 1, the moderator effect of the sub-dimensions of representational fluency was tested with Model 2, and the moderating effect of gender on the moderator variable was tested with Model 3. The study results show that representational fluency has a moderating role in the effect of mental imagery on scientific creativity. In addition, it was determined that this effect was not significant at different levels of representational fluency. However, only high representational fluency positively regulated the effect of mental imagery on scientific creativity. It was concluded that the connection dimension came to the fore in the moderating effect of representational fluency. Gender was a moderator variable affecting the moderating effect of representational fluency on the effect of mental imagery on scientific creativity. Theoretical explanations and implications related to the research results were shared.en10.1016/j.tsc.2025.101966info:eu-repo/semantics/closedAccessRepresentational fluencyMental imageryScientific creativityModeration analysisArticle592-s2.0-105014459278WOS:001562912000001Q1Q1