[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
About the Journal
International Editorial Board
Editorial Board of Iranian University
Aims & Scopes
Indexing & Abstracting
Open Access Policy
Financial Policies
CrossMark Policy
Journal News
Articles archive::
All Issues
Current Issue
Browse by Authors
Browse by Keywords
For Authors::
Instructions for Authors
Submission Form
Principles of Publishing Ethics
Ethical Code: Psychologic Study
Ethical Code: Medical Research
Ethical Consideration
Peer Review Policy
Declaration Form
Article Processing Charges
For Reviewers::
Policies of Peer Review
Registration::
Registration Form
Contact us::
Contact Information
Contact us
Site Facilities::
Site map
Search contents
Top 10 contents
Inform to friends
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Open Access
..
Registered in
..
Indexing and Abstracting
..
:: Volume 10, Issue 1 (Vol10 No1 Spring 2023- 2023) ::
J Child Ment Health 2023, 10(1): 47-63 Back to browse issues page
The Relationship Between Achievement Goals and Intelligence Beliefs with Academic Self-Efficacy: The Mediating Role of Parents' Educational Expectations
Hamideh Abaszadeh1 , Malahat Amani *2 , Tayebe Rahimi Pordanjani2
1- Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
2- Department of Psychology, Faculty of Humanities, University of Bojnord, Iran
Abstract:   (1716 Views)
Background and Purpose: Students' attitude toward their abilities in educational activities is considered an important predictor of academic results. The present study was conducted to investigate the mediating role of parents' educational expectations in the relationship between achievement goals and intelligence beliefs with the educational self-efficacy of 1st high school students.
Method: The descriptive research method is correlation type. The study's statistical population included all the first-year high school students of Faruj city (North Khorasan) in 1400. The study sample included 329 first-year high school students who were selected through random cluster sampling. The data collection tools included the Student Self-efficacy Scale (Jinks & Morgan, 1999), Achievement Goal Measures (Elliott & McGregor), 2001, the Scale of Implicit Theories about Intelligence (Abd-El-Fattah, & Yates, 2006), and the Scale of Educational Aspirations and Expectations for Adolescents (Jacob, 2010). Data were analyzed using Pearson's correlation coefficient and structural equations using SPSS22 and Amos22 software.
Results: The results showed that there is a significant correlation between the variables of increased intelligence beliefs, achievement goals, academic self-efficacy, and parents' educational expectations (p<0.05). The effect of achievement goals on parents' educational expectations (0.57), increasing intelligence on parents' educational expectations (0.43), and parents' educational expectations on educational self-efficacy (0.85) is positive and significant (p>0.001). Also, in the presented model, the effects of increased intelligence beliefs and Mastery-approach goals due to parents' educational expectations on educational self-efficacy are statistically significant and the model has a good fit.
Conclusion: Although students' motivational and cognitive beliefs directly affect their educational self-efficacy, they can also affect their academic self-efficacy by influencing the educational expectations of their parents.
Article number: 4
Keywords: Beliefs intelligence achievement goals, academic self-efficacy, the parental expectation of education
Full-Text [PDF 1569 kb]   (617 Downloads)    
Type of Study: Research | Subject: General
Received: 2022/09/19 | Accepted: 2023/06/10 | Published: 2023/06/20
References
1. Khoda Bakhsh M, Hashemi Razini H, Nouri Ghasemabadi R. Structural Model of Social Skills of Children with Learning Disabilities based on Attachment Styles with Mediating the Role of Academic Self-efficacy. J Child Ment Health. 2021; 8 (1):1-13. [Persian]. https://doi.org/ 10.52547/jcmh.8.1.2. [Link] https://doi.org/10.52547/jcmh.8.1.2 [DOI:10.52547/jcmh.8.1.2. [Link]]
2. Diseth A, Meland E, Breidablik HJ. Self-beliefs among students: Grade level and gender differences in self-esteem, self-efficacy and implicit theories of intelligence. Learn Individ Differ. 2014; 35: 1-8. https://doi.org/10.1016/j.lindif.2014.06.003 [DOI:10.1016 /j.lindif.2014.06.003. [Link]]
3. Farazi F, Asgari A. Presenting the Causal Model of Academic Avoidance in Relation to Meaning of Education and Academic Self-Efficacy: The Mediating Role of Educational Hope. Research in School and Virtual Learning. 2020; 8(1): 9-20. [Persian]. [DOI:10. 30473/ etl.2020.52638.3209 [Link]]
4. Bandura A, Self-referent thought: A developmental analysis of self-efficacy. In J. H. Flavel & L. Ross (Eds.), Social Cognitive Development: Frontiers and Possible Futures. Cambridge, England: Cambridge University Press. 1981; 200-239. https://doi.org/ 10.4236/csta.2022.111001. [Link] [DOI:10.4236/csta.2022.111001. [Link]]
5. Tomás J M, Gutiérrez M, Georgieva S, Hernández M. The effects of self-efficacy, hope, and engagement on the academic achievement of secondary education in the Dominican Republic. Psychol Sch. 2019; 57(2):191-203. [Persian]. https://doi.org/10.1002/pits.22321 [DOI:10.1002/pits.22321. [Link]]
6. Bashar Poor, S., Einy, S. Developing a causal model of academic adjustment of Students with learning disabilities based on academic self-efficacy and academic eagerness: The mediating role of the academic resilience. Journal of Learning Disabilities, 2023; 12(2): 18-33. [Persian]. https://doi/org / 10.22098/jld.2022.7608.1814. [Link]
7. Bryant S K. Self-Efficacy Sources and Academic Motivation: A Qualitative Study of 10 The Graders. (Doctoral dissertation, East Tennessee State University). 2017. [Link]
8. Kolo AG, Wan Jaafar WMB, Binti Ahmad, N. Relationship between Academic Self- efficacy Believed of College Students and Academic Performance. IOSR Journal of Humanities and Social Science (IOSR-JHSS). 2017; 22(1):75-80. https://doi/org/ 10.9790/0837-2201067580. [Link] [DOI:10.9790/0837-2201067580]
9. Attar Khamanehei, F., Kadivar, P., Emamipour, S., Sepah Mansour, M. Developing a Structural Model of the Relationship between Personality and Academic Competence Mediated by Academic Self-Efficacy. Journal of Applied Psychological Research, 2022; 13(3): 275-292. [Persian]. https://doi.org/ 10.22059/japr.2022.327140 .643910. [Link] [DOI:10.22059/japr.2022.327140 .643910. [Link]]
10. PegueronA, Shaffer K A. Academic Self-Efficacy, Dropping Out, and the Significance of Inequality. Sociol Spectr. 2014; 35(1): 46-64. https://doi.org/10.1080/02732173.2014.978428 [DOI:10.1080/ 02732173. 2014.978428. [Link]]
11. Jourabi Asrejadid M, Shahriari Ahmadi M, Salehi M, Estaki M. Predicting Self-Regulated Learning Based on Students' Motivational Beliefs, Intelligence Beliefs, and Perception of Classroom Atmosphere in Students at Gifted Schools: The Mediating Role of Self-Efficacy and Achievement Goals. J Child Ment Health 2021; 8 (1):155-174. [Persian]. https://doi.org/10.52547/jcmh.8.1.12 [DOI:10.52547/jcmh.8.1.12. [Link]]
12. Delforouz S, Ebrahimi M I, Mirhashemi M, Ghodsi P. The Relationship between Basic Psychological Needs Gratification and Psychological Well-Being in Female Students: The Mediating Role of Self-Efficacy. J Child Ment Health. 2021; 8 (1):80-96. [Persian]. https://doi.org/ 10.52547/jcmh.8.1.7. [Link] https://doi.org/10.52547/jcmh.8.1.7 [DOI:10.52547/jcmh.8.1.7. [Link]]
13. Dweck CS, Leggett EL. A social-cognitive approach to motivation personality. Psychol Rev. 1988; 95: 256-273. https://doi.org/10.1037/0033-295X.95.2.256 [DOI:10.1037/0033-295X.95.2.256. [Link]]
14. Hamzehnejhad, F., Hassaniraad, M. Studying the relationship between intelligence beliefs and academic performance of students with learning difficulties. Empowering Exceptional Children, 2019; 10(1): 116-124.
16. Domurath A, Coviello N, Patzelt H, Ganal B. New venture adaptation in international markets: A goal orientation theory perspective. Journal of World Business. 2020; 55(1): 10101. https://doi.org/10.1016/j.jwb.2019.101019 [DOI:10.1016/j.jwb.2019.101019. [Link]]
17. Elliot A, McGregor H. 2*2 achievement goals framework. J Pers Soc Psychol. 2001; 80(3):501-519. https://doi.org/ 10.5964/ejop.v9i4.640. [Link] https://doi.org/10.1037//0022-3514.80.3.501 [DOI:10.5964/ejop.v9i4.640. [Link]]
18. Barati Z, Farzad V, Saleh sedgh poor B, Tajalli P. Predicting academic self-efficacy based on learning strategies, taking into account the role of mediating achievement goals. Educational Psychology. 2020; 16(58): 25-45. [Persian]. [DOI:10.22054/jep.2021.33223 .2292. [Link]]
19. Ucar MF, Sungur S. The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement. Research in Science & Technological Education. 2017; 35(2): 149-168. https://doi.org/10.1080/02635143.2017.1278684 [DOI:10.1080/ 02635143.2017.1278684. [Link]]
20. Muenks K, Wigfield A, Yang JS, O'Neal CR. How true is grit? Assessing its relations to high school and college students' personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology. 2017; 109(5): 599-620. https://doi.org/10.1037/edu0000153 [DOI:10.1037/edu0000153. [Link]]
21. Shirazi Zouragh R, Ghaleei A. The mediating role of parental expectations and parental involvement in the relationship between expectations of teachers with academic achievement in third-grade students in West Azerbaijan Province 94-95. The Journal of New Thoughts on Education. 2017; 13(3): 229-249. [Persian]. [DOI:10.22051/jontoe.2017.10166.1299. [Link]]
22. Pinquart M, Ebeling M. Parental Educational Expectations and Academic Achievement in Children and Adolescents-a Meta-analysis. Educational Psychology Review. (2019); 32: 463-480. https://doi.org/10.1007/s10648-019-09506-z [DOI:10.1007/s10648-019-09506-z. [Link]]
23. Lindberg E, Yıldırım E, Elvan, O. Oztürk, D. & Recepoğlu, and S. Parents' Educational Expectations: Does It Matter for Academic Success? SDU International Journal of Educational Studies. 2019; 6 (2): 150-160. https://doi.org/10.33710/sduijes.596569 [DOI:10.33710/sduijes.596569. [Link]]
24. Kline RB. Principles and Practice of Structural Equation Modeling. Second Edition, New York.Guilford Press. 2011. P33 [Link]
25. Abd-El-Fattah S M, Yates G. Implicit Theory of Intelligence Scale: Testing for factorial invariance and mean structure. Paper presented at the AARE annual conference, Adelaide. 2006. [DOI:10.3389/ fpsyg.2018.00829. [Link]]
26. Teimori A, Kadivar P, Rezazadeh Bahadoran H. The Structural Equation Modeling of Students' Boredom is based on Implicit Theories of Intelligence, Meaning of Life, and Support from Perceived Autonomy. Iranian Journal of Educational Society. 2023; 8(2): 37-46. [Persian]. https://doi.org/ 10.22034/ijes.2022.546690.1236. [Link] [DOI:10.22034/ijes.2022.546690.1236. [Link]]
27. Jinks J, MorganV. Children's perceived academic self-efficacy: An inventory scale. The Clearing House.1999; 72(4): 224-230. https://doi.org/10.1080/00098659909599398 [DOI:10.1080/00098659909599398. [Link]]
28. Amini S, Samani S. Causal Modeling of Student Social Support, Academic Skills, and Academic Self-efficacy. Biannual Journal of Applied Counseling. 2021; 11(1): 1-20 [Persian]. [DOI:10.22055/jac.2021.36164.1780. [Link]]
29. Rezayi A, Jahan F, Rahimi M. Academic Performance: The Role of Achievement Goals and Achievement Motivation. Educational Psychology .2016; 12(42): 155-171. [Persian]. [DOI:10.22054/jep.2016.7387. [Link]]
30. Jacob M. Parental Expectations and Aspirations for their Children's Educational Attainment: An Examination of the College-Going Mindset among Parents. Dissertation. The University of Minnesota. 2010. [Link]
31. Abaszadeh H, Amani M, Rahimi T. Analysis of psychometric properties of the Persian version of the scale of parents' educational expectations and aspirations. Women and Family Studies. 2022. [Persian]. [DOI:10.30495/jwsf.2022.1962725.1716 . [Link]]
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA

XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Abaszadeh H, Amani M, Rahimi Pordanjani T. The Relationship Between Achievement Goals and Intelligence Beliefs with Academic Self-Efficacy: The Mediating Role of Parents' Educational Expectations. J Child Ment Health 2023; 10 (1) : 4
URL: http://childmentalhealth.ir/article-1-1305-en.html
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 10, Issue 1 (Vol10 No1 Spring 2023- 2023) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.05 seconds with 43 queries by YEKTAWEB 4710