en Educational Studies پژوهشي Original <div style="text-align: justify;"><span style="color:#669966;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:150%"><b><span style="line-height:150%">Objective</span></b><span style="line-height:150%">: 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</span></span><br> <span style="line-height:150%"><b><span style="line-height:150%">Methods</span></b><span style="line-height:150%">: 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.</span></span><br> <span style="line-height:150%"><b><span style="line-height:150%">Results</span></b><span style="line-height:150%">: 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 (&beta;=0.25, p<0.001), motivational beliefs (&beta;=0.38, p<0.01), and academic competence (&beta;=0.23, p<0.010) positively and significantly predict academic self-efficacy.</span></span><br> <span style="line-height:150%"><b><span style="line-height:150%">Conclusions</span></b><span style="line-height:150%">: These findings highlight the substantial impact of these factors on students&#39; 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&#39; academic experiences and outcomes.</span></span></span></span></span></div> Academic Self-efficacy, Incremental Intelligence Mindset, Motivational Beliefs, University Students, Academic Competence 15 26 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-1-30&slc_lang=en&sid=1 Parisa Honarasa Honarasa.parisa@gmail.com 0009-0008-0299-7672 Yes Ph.D. in Psychology, Fars General Directorate of Education, Shiraz, Iran