This study investigated the effect of achievement goals on creativity and the possible mediating effect of creative self-efficacy between achievement goals and creativity. In Study 1, three groups of senior high-school students (Age: 16-19 years; Male: 51.2%, Female: 46.3%) were each induced in either mastery, performance-approach, or performance-avoidance goal orientations before completing two creative tasks. Analysis of covariance revealed that both the mastery and performance-approach groups scored higher on the creative tasks than did the performance-avoidance group. In Study 2, senior high-school students (Age: 16-19 years; Male: 41.3%, Female: 58.7%) completed Goal Orientation Scales, the Creative Self-efficacy Scale, and the Williams Creativity Assessment Packet. Structural equation modelling revealed that both mastery goals and performance-approach goals positively predicted creativity through creative self-efficacy, and performance-avoidance goals directly positively predicted creativity. The results suggested that, in general, achievement goal was closely related to creativity, and creative self-efficacy mediated the relationships between achievement goals and creativity.