Volume 4, Issue 2 (June 2022)                   Iranian Evolutionary and Educational Psychology 2022, 4(2): 311-320 | Back to browse issues page

XML Print

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

Nasiri N, Barzegar M, Kouroshnia M, Sohrabi N. Personality Traits, Implicit Theories of Intelligence and Academic Performance: Mediating Role of Adaptability. Iranian Evolutionary and Educational Psychology 2022; 4 (2) :311-320
URL: http://ieepj.hormozgan.ac.ir/article-1-369-en.html
1- Department of Educational Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
2- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
Abstract:   (788 Views)
The aim of this study was to investigate the mediating role of adaptability in relation to personality traits (conscientiousness) and implicit beliefs of intelligence with academic outcomes. The research was a descriptive correlational study that model of study was analyzed by structural equation modeling. The research population included all high school students in Shiraz in 2020. 315 high school students (170 girls) and (145 boys) were selected by accessible sampling method. To collect data, the Rhodewalt and Jones Self Handicapping Questionnaire (1982), Student sense of connectedness with school scale (Brew et al., 2004), Adaptability Scale (Martin et al., 2012), Implicit Beliefs Intelligence Scale (Abdolfattah & Yates, 2005), Neo Personality Inventory (Costa and McCurry, 1985) were used. The grade point average of the academic scores was obtained from the participants as a self-report. The results exhibited that conscientiousness have a significant direct effect on academic outcomes (B = .67). Also, the incremental belief (B = .41), entity belief (B = .42) and adaptability (B = .24) have a significant direct effect on academic outcomes. In addition, conscientiousness indirectly affect academic outcomes through adaptability (B = .11). In addition, it was shown that the incremental belief (B = .09) and entity belief (B = .05) have an indirect effect on academic outcomes through adaptability. According to the findings, the model fit indices indicated that the model presented in this study was optimal. In general, when special attention is paid to personality traits and implicit beliefs of intelligence in educational institutions, people's adaptation increases and prepares them for success in educational fields.
Full-Text [PDF 551 kb]   (159 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2022/01/13 | Accepted: 2022/04/30 | Published: 2022/06/1

1. Abood, M. H., Alharbi, B. H., Mhaidat, F., & Gazo, A. M. (2020). The Relationship between Personality Traits, Academic Self-Efficacy and Academic Adaptation among University Students in Jordan. International Journal of Higher Education, 9(3), 120-128. [DOI:10.5430/ijhe.v9n3p120]
2. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263. [DOI:10.1111/j.1467-8624.2007.00995.x]
3. Bradley, G. L., Ferguson, S., & Zimmer-Gembeck, M. J. (2021). Parental support, peer support and school connectedness as foundations for student engagement and academic achievement in Australian youth. In Handbook of positive youth development (pp. 219-236): Springer. [DOI:10.1007/978-3-030-70262-5_15]
4. Brew, C., Beatty, B., & Watt, A. (2004). Measuring students' sense of connectedness with school. Paper presented at the Australian Association for Research in Education Annual Conference, Melbourne.
5. Costa, P. T., & McCrae, R. R. (1992). Normal personality assessment in clinical practice: The NEO Personality Inventory. Psychological assessment, 4(1), 5. [DOI:10.1037/1040-3590.4.1.5]
6. Dumfart, B., & Neubauer, A. C. (2016). Conscientiousness is the most powerful noncognitive predictor of school achievement in adolescents. Journal of individual Differences, 37(1), 8-15. [DOI:10.1027/1614-0001/a000182]
7. Garousi Farshi, M. T., Mehryar, A. H., & Ghazi Tabatabaei, M. (2001). Application of the neop i-r test and analytic evaluation of it"s characteristics and factorial structure among iranian university students. JOURNAL OF HUMANITIES, 11(39), 173-198.
8. Heidari, M., Khodapanahi, M. K., & Dehghani, M. (2009). Psychometric examination of self-handicapping scale (shs). Journal of Research in Behavioural Sciences, 7(2 (14)), 97-106.
9. Hengartner, M. P., van der Linden, D., Bohleber, L., & von Wyl, A. (2017). Big five personality traits and the general factor of personality as moderators of stress and coping reactions following an emergency alarm on a Swiss University Campus. Stress and Health, 33(1), 35-44. [DOI:10.1002/smi.2671]
10. Jiang, Z. (2017). Proactive personality and career adaptability: The role of thriving at work. Journal of Vocational Behavior, 98, 85-97. [DOI:10.1016/j.jvb.2016.10.003]
11. Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers' implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European journal of psychology of education, 22(4), 529-545. [DOI:10.1007/BF03173470]
12. Liem, G. A. D., & Martin, A. J. (2015). Young people's responses to environmental issues: Exploring the roles of adaptability and personality. Personality and Individual Differences, 79, 91-97. [DOI:10.1016/j.paid.2015.02.003]
13. Lovejoy, C. M., & Durik, A. M. (2010). Self-handicapping: The interplay between self-set and assigned achievement goals. Motivation and emotion, 34(3), 242-252. [DOI:10.1007/s11031-010-9179-4]
14. Makian, R., & Kalantarkoosheh, M. (2015). Normalizing Sense of Belonging to School Questionnaire and its relationship with Academic Burnout and Achievement Motivation among Persian students. Quarterly of Educational Measurement, 5(20), 119-138. doi:10.22054/jem.2015.1790
15. Martin, A. J., Marsh, H. W., Williamson, A., & Debus, R. L. (2003). Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95(3), 617. [DOI:10.1037/0022-0663.95.3.617]
16. Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013a). Adaptability: How students' responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728. [DOI:10.1037/a0032794]
17. Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013b). Adaptability: How students' responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728-746. [DOI:10.1037/a0032794]
18. McCrae, R. R., Costa, J., Paul T, & Martin, T. A. (2005). The NEO-PI-3: A more readable revised NEO personality inventory. Journal of personality assessment, 84(3), 261-270. [DOI:10.1207/s15327752jpa8403_05]
19. McGiboney, G. W. (2016). The psychology of school climate: Cambridge Scholars Publishing.
20. Mohebbi, M., Shehni, M., & Sharifi, H. (2013). Investigating the Psychometric Properties of Implicit Theory of Intelligence Scale (ITIS) in a Student Society. Quarterly of Educational Measurement, 4(14), 43-64.
21. Ramos, K., & Lopez, F. G. (2018). Attachment security and career adaptability as predictors of subjective well-being among career transitioners. Journal of Vocational Behavior, 104, 72-85. [DOI:10.1016/j.jvb.2017.10.004]
22. Rhodewalt, F. (1990). Self-handicappers. In Self-Handicapping (pp. 69-106): Springer. [DOI:10.1007/978-1-4899-0861-2_3]
23. Schultz, D. P., & Schultz, S. E. (2016). Theories of personality: Cengage Learning.
24. Strube, M. J. (1986). An analysis of the self-handicapping scale. Basic and Applied social psychology, 7(3), 211-224. [DOI:10.1207/s15324834basp0703_4]
25. Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary educational psychology, 28(4), 524-551. [DOI:10.1016/S0361-476X(02)00060-7]
26. Yeager, D. S., Johnson, R., Spitzer, B. J., Trzesniewski, K. H., Powers, J., & Dweck, C. S. (2014). The far-reaching effects of believing people can change: implicit theories of personality shape stress, health, and achievement during adolescence. Journal of personality and social psychology, 106(6), 867. [DOI:10.1037/a0036335]

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

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2023 CC BY-NC 4.0 | Iranian Evolutionary and Educational Psychology Journal

Designed & Developed by : Yektaweb