Evaluation of academic self-efficacy based on implied intelligence beliefs

Abstract

Academic self-efficacy mainly refers to individuals’ beliefs in relation to their ability to perform a behavior and academic task, achieve the goal and effective coping with stressful environment and the intelligence belief encompasses one's knowledge and belief toward the nature of intelligence. The present study aims to investigate the academic self-efficacy based on the implicit intelligence beliefs. For this purpose, 302 subjects of graduate students of Tabriz University were determined by using Cochran's formula and by random sampling method and completed the measures related to academic self-efficacy and implicit intelligence beliefs. Obtained data were analyzed by using multiple regressions. Results analysis showed that definitive intelligence beliefs have significant and negative relationship with self-efficacy and intelligence increase beliefs have significant and positive relationship with self-efficacy. This means that people having enhanced intelligence beliefs, have high self-efficacy and people who have definitive intelligence beliefs, have low self-efficacy.