Engagement in science club activities at school has been identified as a crucial experience for developing creative self-efficacy while also fostering students' social and emotional growth. The effects of science club activities on students' creative self-efficacy were analyzed using difference verification and structural equation modeling in this study, focusing on a sample of 5,737 Korean secondary school students. Additionally, the study explored the mediating effects of quality teacher and classroom support, which can enhance academic achievement, while concurrently assessing the experience of ICT usage at school. The analysis results indicated that all proposed hypotheses were statistically significant, particularly confirming that secondary school students with internet usage experience exhibit higher levels of creative self-efficacy in science club activities. Finally, this study demonstrated the conflicting moderating effects of computer and smartphone use on the association between science club activities and creative self-efficacy. Therefore, the study emphasized the importance of science club activities supported by quality emotional support from teachers and the implementation of teaching and learning strategies that systematically manage ICT use among secondary school students.