Volume 7, Issue 3 (September 2025)
IEEPJ 2025, 7(3): 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Yaghoobi A, Esmaeili Sedeh F, Karimi K, Afzali A, Kordnoghabi R. (2025). Developing a Structural Model for Predicting Students' Academic Performance: The Role of the Intelligence Trap Mediated by Grit and Self-Discipline. IEEPJ. 7(3),
URL: http://ieepj.hormozgan.ac.ir/article-1-1036-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1036-en.html
Abolghasem Yaghoobi *1 
, Fatemeh Esmaeili Sedeh2 , Kambiz Karimi2 , Afshin Afzali2 , Rasool Kordnoghabi2
, Fatemeh Esmaeili Sedeh2 , Kambiz Karimi2 , Afshin Afzali2 , Rasool Kordnoghabi2
1- Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran. , yaghoobi@basu.ac.ir
2- Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
2- Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
Abstract: (10 Views)
Objective: The present study sought to develop and test a structural equation model predicting students’ academic performance based on the intelligence trap, with grit and self-discipline as mediating variables.
Methods: This descriptive–correlational research was conducted using structural equation modeling. The statistical population comprised all students enrolled at Bu-Ali Sina University during the 2023–2024 academic year, from which a random cluster sample of 396 students was selected. Data were collected using the Intelligence Trap Questionnaire (2024), the Academic Performance Questionnaire by Pham and Taylor (1999), the Grit Scale by Duckworth and Quinn (2009), and the Self-Discipline Questionnaire by Zand Karimi et al. (2012). Data analysis was performed using Pearson correlation, regression, and path analysis in SPSS v.27 and LISREL v.8.8.
Results: The findings revealed a significant negative relationship between intelligence trap, academic performance, grit, and self-discipline (p < 0.01). The proposed structural model demonstrated acceptable fit indices, indicating that intelligence trap both directly and indirectly, through grit and self-discipline, predicts lower academic performance.
Conclusions: The results highlight that the intelligence trap can undermine students’ academic performance by weakening essential traits such as grit and self-discipline. These findings underscore the importance of identifying and addressing the intelligence trap within educational contexts to enhance students’ success.
Methods: This descriptive–correlational research was conducted using structural equation modeling. The statistical population comprised all students enrolled at Bu-Ali Sina University during the 2023–2024 academic year, from which a random cluster sample of 396 students was selected. Data were collected using the Intelligence Trap Questionnaire (2024), the Academic Performance Questionnaire by Pham and Taylor (1999), the Grit Scale by Duckworth and Quinn (2009), and the Self-Discipline Questionnaire by Zand Karimi et al. (2012). Data analysis was performed using Pearson correlation, regression, and path analysis in SPSS v.27 and LISREL v.8.8.
Results: The findings revealed a significant negative relationship between intelligence trap, academic performance, grit, and self-discipline (p < 0.01). The proposed structural model demonstrated acceptable fit indices, indicating that intelligence trap both directly and indirectly, through grit and self-discipline, predicts lower academic performance.
Conclusions: The results highlight that the intelligence trap can undermine students’ academic performance by weakening essential traits such as grit and self-discipline. These findings underscore the importance of identifying and addressing the intelligence trap within educational contexts to enhance students’ success.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/05/5 | Accepted: 2025/08/26 | Published: 2025/09/1
Received: 2025/05/5 | Accepted: 2025/08/26 | Published: 2025/09/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
