<![CDATA[This paper presents the findings to provide practical frameworks that explain the different variables that affect students’ academic achievement. A quantitative approach was adopted, specifically using partial least squares structural equation modeling (PLS-SEM) to examine the causal relationships between problem posing skills, problem-solving skills, mathematical creativity, and attitude towards mathematics on academic achievement. Data were collected using the following adopted instruments: the problem-posing task, the scale for mathematical problem-solving skills, the mathematical creativity self-efficacy perception scale, and the attitude towards mathematics scale. Students’ grades in mathematics were used to represent their academic achievement. Conducted with 192 grade 9 students, this study investigated the direct and indirect effects of the exogenous variables. The results reveal that problem posing skills have a strong effect on academic achievement. On the other hand, problem-solving skills, mathematical creativity, and attitude towards mathematics mediate the effect of problem posing skills on academic achievement, with problem-solving skills emerging as the strongest mediator. This study supports the reliability and validity of the proposed conceptual model, which is feasible for further investigations.]]>
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