Why do boys more often choose STEM pathways than girls, despite similar mathematical abilities? This study explores the role of creative self-efficacy in mathematics as a key factor shaping high school students’ STEM class selections, with a special focus on gender disparities. Based on data from 185 eighth-grade students in the Mazovian Voivodeship, Poland, this research examines how creative personality traits, mathematical skills, and academic performance interact with creative self-efficacy to influence educational decisions.

Using math skill tests and academic assessments, the study uncovers striking patterns:
(I) Boys demonstrate higher creative self-efficacy in math, which strongly correlates with their preference for STEM classes;
(II) Girls’ creative self-efficacy is more dependent on academic performance, whereas for boys, it is shaped by both intrinsic traits and achievement.

These findings emphasize the urgent need for supportive educational strategies to boost girls’ confidence in their creative potential, ensuring they feel equally encouraged to pursue STEM education. By addressing the gender gap in creative self-efficacy, we can create a more inclusive and equitable STEM landscape for future generations.

Keywords: Creative self-efficacy, Gender differences, STEM education, Mathematical skills, Educational choices.