Volume 4, Issue 2 (June 2022)                   Iranian Evolutionary and Educational Psychology 2022, 4(2): 0-0 | Back to browse issues page

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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)
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:   (349 Views)
This study investigates the mediating role of adaptability concerning personality traits and implicit beliefs of intelligence with academic performance. The model of this descriptive correlational study was analyzed by structural equation modeling (SEM). The research population included all high school students in Shiraz in 2020. The participants were 315 students (170 girls and 145 boys) of 10th and 11th grades selected by the accessible sampling method. The required data were collected using the Self Handicapping Questionnaire by Rhodewalt and Jones (1982), students’ sense of connectedness with school questionnaire by Brew, Beatty, and Watt (2004), The Adaptability Scale by Martin et al. (2013), Implicit Theory of Intelligence Scale by Abd El Fattah and Yates (2006), and NEO personality inventory. The academic scores’ grade point average (GPA) was obtained from the participants as self-report data. The results indicated that personality traits have a significant direct effect on academic outputs (b = .67). Also, the incremental theory of intelligence (b = .41) and the entity theory of intelligence (b = .42) showed a significant direct effect on academic outputs. In addition, personality traits indirectly affect self-handicapping, sense of connectedness with school, and GPA (academic performance) through adaptability (b = .08). Furthermore, it was shown that the incremental theory of intelligence (b = .07) and the entity theory of intelligence (b = .04) have a significant indirect effect on academic outputs through adaptability. According to the findings, the values for the model fit indices indicated a good fit. Overall, by paying special attention to personality traits and implicit theory of intelligence in educational institutions, people’s adaptability increases. As a result, they are prepared for success in educational settings.
     
Type of Study: Original | Subject: Educational Psychology
Received: 2022/01/13 | Accepted: 2022/04/30 | Published: 2022/06/1

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