INTELLIGENCE BELIEFS AND ACADEMIC ACHIEVEMENT: THE ROLE OF ACHIEVEMENT GOALS, COGNITIVE ENGAGEMENT AND EFFORT

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HEJAZI ELAHEH; RASTGAR A.; KARAMDOUST N.A.; GHORBAN JAHROMI R.

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Journal: JOURNAL OF PSYCHOLOGY AND EDUCATION Year:2008 | Volume:38 | Issue:2 Page(s): 25-46

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Title

INTELLIGENCE BELIEFS AND ACADEMIC ACHIEVEMENT: THE ROLE OF ACHIEVEMENT GOALS, COGNITIVE ENGAGEMENT AND EFFORT

Author(s)

HEJAZI ELAHEH | RASTGAR A. | KARAMDOUST N.A. | GHORBAN JAHROMI R. | Issue Writer Certificate

Keywords

INTELLIGENCE BELIEFQ2

ACHIEVEMENT GOALQ2

COGNITIVE ENGAGEMENTQ2

ACADEMIC ACHIEVEMENTQ2

EFFORTQ2

Abstract

The purpose of the present study was to investigate the relationship between INTELLIGENCE BELIEFs and ACADEMIC ACHIEVEMENT with regard to the mediating role of ACHIEVEMENT GOALs, COGNITIVE ENGAGEMENT and EFFORT. For this reason, 500 third grade high school students (250 males and '250 females) in mathematics discipline were chosen with multi stage sampling. They completed a questionnaire consisted of these 4 subscales: INTELLIGENCE BELIEFs (Dupeyrat & Marine, 2005), ACHIEVEMENT GOALs (Middleton & Midgley, 1997), EFFORT (Dupeyrat & Marine, 2005), and cognitive and met cognitive strategies (Pintrich et al., 1991). Their academic performance was also assessed by their total score average. The results by path analysis technique showed that the relationship between INTELLIGENCE BELIEFs and ACADEMIC ACHIEVEMENT is influenced by ACHIEVEMENT GOALs, COGNITIVE ENGAGEMENT and EFFORT. Entity INTELLIGENCE BELIEFs had a negative and indirect effect on ACADEMIC ACHIEVEMENT through performance-approach goals, performance-avoidance goals, and cognitive strategies. Incremental INTELLIGENCE BELIEFs had positive and indirect effect on ACADEMIC ACHIEVEMENT through mastery goals, EFFORT, and metacognitive strategies. The findings confirmed the impact of social-cognitive variables on context of school.

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APA: Copy

HEJAZI, ELAHEH, RASTGAR, A., KARAMDOUST, N.A., & GHORBAN JAHROMI, R.. (2008). INTELLIGENCE BELIEFS AND ACADEMIC ACHIEVEMENT: THE ROLE OF ACHIEVEMENT GOALS, COGNITIVE ENGAGEMENT AND EFFORT. JOURNAL OF PSYCHOLOGY AND EDUCATION, 38(2), 25-46. SID. https://sid.ir/paper/55718/en

Vancouver: Copy

HEJAZI ELAHEH, RASTGAR A., KARAMDOUST N.A., GHORBAN JAHROMI R.. INTELLIGENCE BELIEFS AND ACADEMIC ACHIEVEMENT: THE ROLE OF ACHIEVEMENT GOALS, COGNITIVE ENGAGEMENT AND EFFORT. JOURNAL OF PSYCHOLOGY AND EDUCATION[Internet]. 2008;38(2):25-46. Available from: https://sid.ir/paper/55718/en

IEEE: Copy

ELAHEH HEJAZI, A. RASTGAR, N.A. KARAMDOUST, and R. GHORBAN JAHROMI, “INTELLIGENCE BELIEFS AND ACADEMIC ACHIEVEMENT: THE ROLE OF ACHIEVEMENT GOALS, COGNITIVE ENGAGEMENT AND EFFORT,” JOURNAL OF PSYCHOLOGY AND EDUCATION, vol. 38, no. 2, pp. 25–46, 2008, [Online]. Available: https://sid.ir/paper/55718/en

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