Volume 2, Issue 2 (June 2023)                   IJER 2023, 2(2): 15-26 | Back to browse issues page


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Honarasa P. (2023). Prediction the Academic Self-efficacy based on Incremental Intelligence Mindset, Motivational Beliefs and Academic Competence. IJER. 2(2), 15-26. doi:10.22034/2.2.15
URL: http://ijer.hormozgan.ac.ir/article-1-62-en.html
Ph.D. in Psychology, Fars General Directorate of Education, Shiraz, Iran , Honarasa.parisa@gmail.com
Abstract:   (332 Views)
Objective: This study investigates the interplay between incremental intelligence mindset, motivational beliefs, academic competence, and academic self-efficacy among university students. The primary objective is to explore how these psychological factors collectively influence academic adjustment
Methods: In a correlation study, a sample of university students (n=300) from Islamic Azad University of Marvdasht, participated in the research, providing responses to validated self-report questionnaires.
Results: The results reveal that the proposed model, consisting of incremental intelligence mindset, motivational beliefs, and academic competence, significantly explains academic adjustment (F=8.52, p<0.001). Furthermore, the model explains 47.9% of the variance in academic self-efficacy (R-squared=0.49). Specifically, incremental intelligence mindset (β=0.25, p<0.001), motivational beliefs (β=0.38, p<0.01), and academic competence (β=0.23, p<0.010) positively and significantly predict academic self-efficacy.
Conclusions: These findings highlight the substantial impact of these factors on students' self-perceived academic efficacy. The implications of these results are profound for educational institutions and practitioners. Understanding the influential role of incremental intelligence mindset, motivational beliefs, and academic competence in shaping academic self-efficacy can inform targeted interventions to enhance students' academic experiences and outcomes.
Full-Text [PDF 295 kb]   (137 Downloads)    
Type of Study: Original | Subject: Educational Studies
Received: 2023/01/14 | Accepted: 2023/05/22 | Published: 2023/06/1

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
This work is licensed under the Creative Commons - Attribution 4.0 International.

The Iranian Journal of Educational Research (IJER) is licensed under the Creative Commons — Attribution 4.0 International (CC BY 4.0).
Designed & Developed by: Yektaweb