The role of intelligence beliefs in predicting academic self-efficacy and academic progress of students

The purpose of the research was to investigate the role of intelligence beliefs in predicting academic self-efficacy and academic progress of female students. The purpose of the research is practical and it is a descriptive-correlation research method. The statistical population of the research included all the female students of the third grade of the second period of secondary school in Saravan city, who were studying in the academic year of ۲۰۱۹-۲۰۱۹. Their total number was ۷۵۳. ۲۵۵ independent people were selected as a sample using the available sampling method and based on Cochran's sampling formula. Two questionnaires of academic self-efficacy (Mozaheri and Sadeghi, ۲۰۱۴) and intelligence beliefs (Abd al-Fattah and Pitts, ۲۰۰۶) were used to collect information. GPA scores were also used to measure students' academic progress. Descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (Pearson correlation coefficient and stepwise multiple regression) were used with the help of SPSS۲۱ software. The results of the correlation coefficient showed that intelligence beliefs have a positive and significant relationship with academic self-efficacy and academic progress of female students. The regression results also showed that the components of intelligence beliefs have the ability to predict academic self-efficacy and academic progress of female students. Therefore, paying attention to intelligence beliefs can improve the academic self-efficacy and academic progress of female students.

Keywords:

intelligence beliefs , academic self-efficacy , academic achievement , female students , Saravan.