To show the relation between creative thinking, social adaptation, and environmental accountability, emphasizing the mediating role of personality independence, a categorical sample of 358 high school students was randomly selected and then given four instruments, all of which are constructed abroad, yet their validity was confirmed when the opinions of experts were sought on their formal and content validity, while their internal consistencies have also been confirmed separately. Data analyses show that both creative thinking and social adaptation directly and significantly affect personality independence just as creative thinking affects, positively and significantly, the social adaptation factor. Furthermore, environmental accountability is also directly affected by the other three factors at 0.01 level. All in all, the said three factors can explain %44 of the variance in environmental responsibility among students.