جستجوی مقالات مرتبط با کلیدواژه « intelligence beliefs » در نشریات گروه « علوم تربیتی »

Grit, a non-cognitive factor, plays an influential role in students’ academic achievement. It has two components: consistency of interest and perseverance of effort. Grit has been shown to be a stronger predictor of academic success among students compared to their exam scores and Grade Point Average (GPA), as it has a closer relationship with success criteria than intelligence (Duckworth et al., 2007). Therefore, investigating the factors contributing to students’ academic grit is essential. One important factor affecting students’ academic grit could be their implicit intelligence beliefs. These beliefs are key determinants of students’ emotional experiences in achievement situations and could affect their interpretations of their performance (Dweck & Molden, 2017). According to Dweck (2006), there are two major types of intelligence beliefs: entity and incremental. Individuals with entity beliefs think that they have a certain amount of innate talent and intelligence, which cannot be changed or improved. Conversely, those with incremental beliefs consider their skills and abilities as malleable and believe they can be improved through practice and effort (Sigmundsson, 2021). Incremental intelligence beliefs provide individuals with a framework for interpreting effort and practice. More specifically, individuals endorsing these beliefs value hard work and effort and consider failures and mistakes as opportunities for learning and growth, rather than signs of incompetence (Molden & Dweck, 2006). These individuals are not concerned about others' judgments and devote considerable time and effort to their learning processes. Earlier findings indicate a moderate relationship between intelligence beliefs and grit among students (Duckworth & Eskreis-Winkler, 2015). We hypothesize that enhancing incremental intelligence beliefs may result in increased effort among students, influencing their academic success (Kaya and Karakoc, 2022). Moreover, it is important to examine the underlying mechanism linking intelligence beliefs to academic grit. Identifying the mediating factors in this relationship could have theoretical implications and help design effective interventions for promoting students’ academic grit. Given previous research highlighting the role of motivation in grit (Karlen et al., 2019), we suggest that motivation could mediate the relationship between incremental beliefs and academic grit. This study examines the mediating role of students’ academic motivation in the association between their intelligence beliefs and academic grit.

This study employs a descriptive and correlational design. The sample comprised 380 undergraduate and postgraduate students from the University of Kashan, selected via multi-stage cluster sampling during the 2021-2022 academic year. Data were collected using Clark and Maleki’s (2019) Academic Grit Scale, Fattah and Yates’ (2006) Implicit Theories of Intelligence Scale, and Lepper’s (2005) Academic Motivation Scale. After the exclusion of incomplete questionnaires and outliers, the data from 360 students (257 females and 103 males) were subjected to Structural Equation Modelling (SEM) analysis using AMOS (Version 22) and SPSS (Version 22).

The results indicated a positive and significant relationship between incremental intelligence beliefs and academic grit, while no significant association was found between entity intelligence beliefs and academic grit. Incremental intelligence beliefs were significantly and positively associated with intrinsic motivation, but not with extrinsic motivation. Similarly, intrinsic motivation, but not extrinsic motivation, had a direct and significant association with academic grit. Consequently, entity beliefs about intelligence and intrinsic academic motivation were excluded from the structural model. The model fit indices suggested that the proposed model was adequately fitted (χ2/df = 1.83, GFI=.95, CFI=.97, TLI=.96, NFI=.94, RMSEA=.048). GFI, CFI, TLI, and NFI values greater than .90 and .95 are considered acceptable and very good, respectively. As for RMSEA, values below .08 are considered acceptable. The results indicated that incremental intelligence beliefs were positively and directly related to academic grit (β=.58, p<.01) and intrinsic academic motivation (β=.49, p<.01). Furthermore, intrinsic academic motivation was positively associated with academic grit (β=.39, p<.01). Additionally, incremental intelligence beliefs were indirectly related to academic grit through intrinsic academic motivation (β=.19, p<.01).

The findings demonstrated that students’ incremental intelligence beliefs could predict their academic grit, aligning with previous studies that underscored the role of intelligence beliefs in students’ academic grit (e.g., Frontini et al., 2021; Karlen et al., 2019; Kannangara et al., 2018; Kim, 2020; Park et al., 2020; Sigmundsson, 2021). Students who believe in the malleability and improvability of their intelligence exert more effort and show greater perseverance in achieving their goals, while those with entity beliefs, who view their competence and skills as unchangeable, do not persevere in achieving their goals (Sigmundsson, 2021). In essence, students who subscribe to incremental beliefs about their intelligence and skills are optimistic and hopeful, which motivates them to exert more effort and sustain their interest. Moreover, the findings revealed that intrinsic academic motivation could predict academic grit and mediate the relationship between incremental intelligence beliefs and academic grit. In other words, students who hold incremental beliefs about their intelligence have higher intrinsic motivation, which results in higher levels of academic grit. This finding is consistent with previous research indicating the link between intelligence beliefs and motivation (Betsy, 2018; Rhew et al., 2018; Xu et al., 2021) and the positive association between motivation and academic grit (Bagheri Sheykhangafshe et al., 2020; Chen et al., 2021; Gyamfi and Lai, 2020; Karlen et al., 2019; Zhao et al., 2018). When students have incremental beliefs about their intelligence, they have a more positive and optimistic view of their talents and skills, which enhances their motivation and makes them exert more effort and show more interest in their studies. Zhao et al. (2018) found that students endorsing incremental intelligence beliefs are more inclined to have intrinsic motivation and show interest and perseverance in their learning. Given that this study is correlational, caution should be exercised in inferring cause-and-effect relationships. Moreover, care should be taken when generalizing the findings to other universities or educational levels (e.g., high school). Future research could adopt an experimental design to investigate the role of intelligence beliefs in academic grit and the possible underlying mechanisms. Additionally, further research could explore the relationships in the proposed model in different domains (e.g., mathematics) and cultural contexts.

the purpose of this research is to the investigating the role intelligence beliefs on academic self-efficacy and academic vitality of students in kerman. The study population in this study were all male and female first year of elementary school students in kerman. In the school year. They were 2022-2023.

The sample size was selected using stratified random sampling. In this method, statistical population of the research divided into different classes and a random sample is selected according to the number of people in the population. The population was 1783 people and 315 students were selected as a sample. The Krejcie & Morgan table was used to determine the sample size. The measurement tools included three intelligence belief questionnaires, babaei (1998), Students' Academic Self-Efficacy Questionnaire and Hossein Chari and Dehghanizadeh's academic vitality scale (2012). Pearson correlation coefficient, regression and independent t-test were used to analyze the data.

The findings showed that there is a positive and significant relationship between belief in incremental intelligence and effort components and the context of academic self-efficacy. Intrinsic intelligence has a positive and significant relationship with the component of academic self-efficacy talent. Increased intelligence has a negative and significant relationship with academic vitality. Based on regression analysis, increasing IQ can predict academic self-efficacy and academic vitality. There is also a difference between the intelligence beliefs of male and female students. As a result, when students look at intelligence as a flexible and scalable one, they seek to increase academic skills and develop learning and the mental value of activities.

When students see intelligence as a flexible and expandable construct, they aim to increase academic skills and develop learning And the mental value of academic activities and efforts to improve their ability has increased and they go more towards the goals that require more mastery And according to the results of the research, they enjoy challenging academic tasks and activities, and the spirit of hope and success increases in them, and the ground for the formation of dynamic and active learning patterns such as self-directed learning is provided.

The main purpose of the present study was to predict academic dishonesty based on intelligence beliefs and stress of academic expectations in the second secondary level students of Mashhad, Murgab city. This applied research is of the correlation type. The statistical population of this research is all the students of the second secondary level in Mashhad, Marghab, in the academic year 1402-1401, of which 260 people were selected randomly as a sample according to Morgan's table. Data collection tools including the academic dishonesty scale of McCobe and Trevino (1996), Babaei Intelligence Beliefs Questionnaire (1997) and Ang and Hwan's Educational Expectations Stress Questionnaire (Ang and Hwan, 2006) were used. The validity of the questionnaire was confirmed by face validity and the reliability of the questionnaire was confirmed by Cronbach's alpha using SPSS-18 software. Pearson correlation coefficient of multivariate regression was used for statistical analysis. The results of the research hypotheses also showed that the prediction of academic dishonesty is based on intelligence beliefs and the stress of academic expectations in the second secondary level students of Mashhad, Marghab. The prediction of academic dishonesty is based on the components of intelligence beliefs (incremental and intrinsic) in the second secondary level students of Mashhad, Marghab. However, the prediction of academic dishonesty is not based on the stress of academic expectations (stress caused by parents/teachers' expectations and stress caused by personal expectations from oneself) in the second secondary level students of Mashhad, Marghab.

The aim of the present study was to investigate the role of mediating social support, perception, and self-perception in relation to beliefs, intelligence, and cognitive flexibility with academic performance. The research method was descriptive-correlation in the form of structural equation modeling. The statistical population was all male and female students in the ninth grade of the first year of high school in Tehran in the academic year of 1997-98. 450 students were selected as a sample using multi-stage cluster random sampling method. The research instruments included the Dortaj (2004) Academic Performance Questionnaire, Abdel Fattah Hawitz (ITIS), Cognitive Flexibility (CFI), Deniso & Wonderwell (2010), Perceived Social Support (MSPSS), Zimento et al. Research data were analyzed using structural equation modeling. The findings indicated that perceived support did not play a mediating role in the relationship between intelligence variables and academic performance. Also, the relationship between intelligence beliefs and academic performance with the mediating role of self-perception showed that the indirect effect is not significant. Another finding on the mediating role of support and perception in the relationship between cognitive flexibility and performance showed that the relationship between variables has an indirect and significant effect, but self-perception is not able to play a mediating role in the relationship between cognitive flexibility and performance. It can be concluded that in this age group (ninth grade), cognitive flexibility directly and indirectly affects academic performance through perceived social support. The research findings are useful for education policy makers.

The aim of this study was to investigate a self-regulatory model of learning based on intelligence beliefs and classroom perception mediation of self-efficacy in gifted students.

The present study was applied, in terms of purpose and descriptive and correlational, in terms of data collection method. The statistical population was all gifted high school students in the 2nd and 4th districts of Tehran in the academic year of 2009-2010. Four hundred students were selected by multi-stage cluster sampling method. Research tools included the Self-Regulatory Learning Questionnaire (Pintrich et al., 1990), Intelligence belief (Abdolfattah and Yiths, 2006), Classroom Perception atmosphere (Rovy, 2002) and General Self-Efficacy (Sherer et al, 1982). The collected data were analyzed by Pearson correlation method and structural equation modeling by Amos24 and SPSS26 software.

The results showed that the final model had a good fit with the data. Based on the results of direct relationships of research variables showed that intelligence beliefs had a positive and significant effect on self-efficacy and self-regulation of learning, as well as perception of classroom atmosphere on self-efficacy and self-regulation of learning and self-efficacy on self-regulation (P<0.001). The indirect effects of intelligence beliefs and perception of classroom atmosphere on self-regulation of learning through self-efficacy were 0.1215 and 0.1185, respectively, which were statistically significant (P<0.001).

Considering that factors such as intelligence, motivational and environmental beliefs affect the learning self-regulation and subsquently learning self-regulation has an important role in academic achievement. The results of this study can have important implications for those involved in education and mental health services and families.

This study aimed to determine the mediating role of academic motivation in the relationship between IQ and academic resilience.

This research was a survey research with correlation study (structural equations). The sample consisted of 350 high school female students in Bojnourd in the academic year of 2015-2016 who were selected by multistage cluster sampling. Sample members completed the Samutelz Resilience Questionnaire (2004), Harter Academic Motivation Questionnaire (1981), and Abdul Fattah and Yates (2006) Intelligence Beliefs.

Data analysis was performed using SPSS-21 and AMOS-21 software and structural equation modeling method. The results showed that there was a significant relationship between academic motivation, IQ and academic resilience (P˂0.01), but academic motivation did not play a significant mediating role between IQ and academic resilience (P <0.05).

According to the results, it can be said that IU beliefs and academic motivation are very important in the formation of academic resilience, but academic motivation alone can play a mediating role between IQ beliefs and academic resilience and it is necessary to influence others. Psychological and contextual variables to be examined.

The aim of this study was to develop a causal model of academic performance based on intelligence beliefs and cognitive flexibility in ninth grade students. The research method was correlation with structural equation model. The statistical population was all male and female students in the ninth grade of Tehran in the academic year of 2018-2019 that 450 (218 boys, 217 girls) students were selected as a sample using multi-stage cluster random sampling. The research instruments were Dartaj (2004) Academic Performance, intelligence beliefs Questionnaire, Abdolfattah & Yetis (2006), and Denise and Wonderwell (2010) Cognitive Flexibility Questionnaire. In order to analyze the data, statistical methods of correlation coefficient and structural equations were used. The results obtained in this study indicate that the amount of multiple correlation coefficient between variables in the present study is R = 0.590 and the square of the correlation coefficient between variables is R2 = 0.348, which shows a significant correlation with an average rate between predictor and criterion variables. Findings indicated that according to the good fit indices, the developed model has a good fit. It should be noted that in the hypothetical model, the effect of direct standard coefficient of IQ beliefs on academic performance (β = .461, P <.001) is significant, also the effect of standard path coefficient of cognitive flexibility on academic performance (β = .661, P <.001 ) Is meaningful. Therefore, both the variables of intelligence beliefs and cognitive flexibility have the power to explain the standard scores of academic performance.

Self-defeating academic behaviors with impaired cognitive-behavioral process in the learning environment affect individuals' performance. Therefore, it seems necessary to pay more attention to this category. The aim of this study was to test a model for predicting academic self-defeating behaviors based on brain-behavioral systems, uncertainty intolerance and IQ beliefs mediated by academic expectations stress. The method was descriptive-correlation and structural equation modeling. The statistical population was the students of Qom Azad University who were studying in 1399-1400. The sample consisted of 420 students who participated in the study in an accessible manner and through self-report through virtual social networks according to the Covid 19 pandemic conditions. Research instruments include Jackson (2009) Brain-Behavioral Systems Questionnaire, Freeston et al. (1994) Uncertainty Intolerance Scale (1994), Abdolfattah & Yates (2006) intelligence beliefs , Ang and Hwan Academic Stress Questionnaire (2006), Scale Cunningham (2007) was self-defeating behavior and cognition. The findings showed that the indirect effects due to the stress of expectations for the brain system on self-breaking behavior (β = 0.219, P = 0.000), unbearable intolerance to self-breaking behavior (β = 0.158, P = 0.000) and intelligence beliefs on Self-defeating behavior ( P = 0.000, β = 110.0).

The purpose of this study was to predict academic motivation based on perceived social support and IQ in students.

This study was a descriptive correlational study. The study population consisted of high school students in Tehran in the academic year of 2018-19. The sample consisted of 120 individuals who were selected by multistage cluster random sampling. Data were collected using the Academic Motivation Questionnaire (Harter, 1981), Perceived Social Support (Zimt et al., 1988) and Intelligence Beliefs (Abdul Fattah & Yates, 2006). Data were analyzed using multiple linear regression in SPSS-22 at the significant level of 0.05.

Findings showed that support of family, friends and teachers was positively correlated with students' academic motivation and the level of IQs was positively correlated with their academic motivation. Also, support variables of family, friends and teachers and intelligence beliefs were able to significantly predict 31% of students' academic motivation changes (P <0.05).

As family teachers and friends support the student in different areas, their morale and educational capacity will increase, thus improving perceived social support and intelligence-related education. An instrument of increased academic motivation in students.

Today, our society needs Innovative and creative people who build the future more than ever.

This study aimed to investigate the impact of family performance and intelligence beliefs on creativity among students.

The research method was descriptive and survey. The study population included all 785 Secondary school students in Babol, western part of Bandpay in 2016-2017 academic years. 260 students were selected based on Cochran formula by classified sampling based on grade. Standard questionnaires of family performance (FAD, 1980), intelligence Beliefs (Dupeyrat & Marian, 2005) and creativity (Torrance, 1979) that their validity and reliability have been confirmed, were used. Data were analyzed using K-S, regression and multiple regressions.

Findings indicate a positive and significant effect of family performance on creativity (R2= 0.15, β= 0.39) and intelligence beliefs on creativity (R2= 0.27, β= 0.52) and family performance on intelligence beliefs (R2= 0.03, β= 0.18). Based on the results of the multivariate regression analysis, the value of R2 showed that about 35% of the changes in the student's score of creativity were explained by family performance and intelligence beliefs. Intelligence beliefs (with β =0.460) had the highest standardized regression coefficient effect on the creativity

Results showed that the effect of family performance and intelligence beliefs on creativity and family performance on intelligence beliefs was significant. Also, in order to enhance the creativity of students, we must focus on two important issues family performance and intelligence beliefs.

The aim of the present research was to study the relationship between intelligence beliefs and academic performance of students with learning difficulties in first and second grades of high schools.

Research population consisted of all girls studying in first and second grades of Tehran’s 5th district high school from among whom a number of 60 students were chosen. The sampling method was that six high schools were selected from 5th district using convenient sampling method, and from each school, 10 students with learning difficulties were randomly selected from among students identified by teachers or school counselors as having learning difficulties. Research tools included Zabihi & Hesari’s Intelligence Beliefs Questionnaire (2005) and grade point average of students as index of their academic performance. Data were analyzed using Pearson correlation coefficient.

Data analysis showed that there is a significant relationship between intelligence beliefs and academic achievement. In addition, there is a stronger relationship between the incremental intelligence beliefs and academic performance in comparison to the relationship between inherent intelligence beliefs and academic performance.

Findings of the present study point to the importance of improving the incremental intelligence beliefs among students in order to improve their academic performance.

The present investigation aims at examining the relationship among the Intelligence beliefs, educational self-efficacy, and achievement goals as well as their role in self-regulatory learning strategies (Cognitive and Meta Cognitive Strategies) of Payame Noor University students using a causal Model framework and through Path Analysis. In order to test the hypotheses, a sample of 600 students from Payame Noor University centers through multiple cluster sampling and stratified sampling were randomly selected, who answered a self-report questionnaire consisting of subscales of the intelligence beliefs (Abd-El-Fattah & Yates, 2006), achievement goals (Middleton & Midgley, 1997) and scale of educational self-efficacy and self-regulatory learning strategies taken from the Motivated Strategies for Learning questionnaire (Pintrich & De­Groot, 1990). The results indicated that the proposed causal model after revision enjoys a good fit index, and that the variables formed 34 and 30 percent of the total variance of cognitive and metacognitive strategies. In general, according to the results of this study, it was revealed that intelligence beliefs not only have a direct effect but also have an indirect impact on the students’ self-regulatory learning strategies through achievement goals and educational self-efficacy. The results indicated that students’ intelligence beliefs, especially incremental intelligence beliefs, through the mediation of achievement goals and educational self-efficacy, can be effective on the students’ self-regulatory learning strategies, and finally, on their performance. Therefore, it is essential that these beliefs be enhanced through enriching the living and learning contexts

The aim of the present study is to determine the relation of intelligence beliefs, achievement goals and procrastination. The sample included 280 students of Tehran university (150 girls and 130 boys) that have been selected randomly. They were assessed by three questionnaires: intelligence beliefs, achievement goals and procrastination. The results showed a positive relation between mastery- approach and procrastination and significant negative relation between performance- mastery, performance- avoidance goals and procrastination. Based on the results of the regression, the components of intelligence beliefs and achievement goals are able to predict procrastination changes. Furthermore, the results showed that in relation to the components of procrastination, mastery- approach, mastery- avoidance, performance- approach, performance- avoidance and incremental belief, boys have significant superiority to girls.

The present study has been carried out with aim of Investigation of relationship between invitational education and intelligence beliefs in high school students of Kashmar . The research population include all male and female students studying at high schools in the academic year of 2009-2010 in Kashmar. The research sample includes 540 students (270 females, 270 males), selected through multi-stagerandom sampling: the city was divided into three regions (north, center, south), then four schools in each region and three classes in each school were randomly selected. Research instruments include (a) invitational teaching survey(Amos, Purkey, Tobias, 1980; Revised 1990; shaw2003); (b) intelligence beliefs questionnaire (Zabihi, 2005). Data were analyzed using Pearson correlation, one-sided ANOVA, and t-test. The results showed that (a) there is a significant relationship between invitational education components and those of intelligence beliefs; (b) there is differences between female and male students’ beliefs about invitational education; (c)there is differences between students’ beliefs about invitational education from various grade, and (d) intelligence beliefs are different among male and female students. The finding have some implications for education and effective learning, which are discussed in this article.