The present study aimed to investigate the relationship among self-construal, achievement goals, and creativity. A total of 464 junior high school students (mean age = 12.81 years; 44.2% male; 51.8% in seventh grade; and 48.2% in eighth grade) completed the Self-Construal Scale, Goal Orientation Scales, Divergent Feeling Scale, and Kirton's Adaption-Innovation Inventory. Correlation analyses showed that two types of self-construal were positively correlated with mastery goals, performance-approach goals, and creativity indexes (i.e., creative personality and innovative cognitive style); in addition, mastery goals and performance-approach goals were positively correlated with both creativity indexes, while performance-avoidance goals were positively correlated only with creative personality. Structural equation modeling revealed that independent self-construal positively predicted creativity; moreover, both independent self-construal and interdependent self-construal positively predicted mastery goals, and mastery goals positively predicted creativity, which suggests that both types of self-construal show positive indirect prediction for creativity through the mediation of mastery goals. In general, self-construal could predict creativity through achievement goals.