Volume 16, Issue 50 (3-2025)
erj 2025, __(50): 0-0 |
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Estabraghi M, Zandvaian A. The pattern of structural relationships of academic engagement in students based on resilience and implicit beliefs of intelligence with the mediating role of self-handicapping. erj 2025; 16 (50)
URL: http://erj.khu.ac.ir/article-1-1538-en.html
URL: http://erj.khu.ac.ir/article-1-1538-en.html
1- Shahid Chamran University of Ahvaz , estabraghi87@yahoo.com
2- Yazd University
2- Yazd University
Abstract: (193 Views)
The present study was conducted with the aim of investigating the pattern of structural relationships of academic engagement in students based on resilience and implicit beliefs of intelligence with the mediating role of self- handicapping in students of high school in Yazd city in the academic year of 2022-2023. From the statistical population, 375 people were selected by multi-stage cluster sampling method. The data were collected using Schwinger and et al academic engagement, Abdul Fattah and Yates implicit theory of intelligence, and Connor and Davidson resilience questionnaires. The collected data were analyzed with AMOS 24 software. The results of structural equation modeling showed that resilience, inherent intelligence beliefs and intelligence enhancement beliefs, had a direct, positive and significant effect on academic involvement. Also, the results showed that self-handicapping played a mediating role in the relationship between resilience and academic engagement, as well as in the relationship between the beliefs inherent in intelligence and academic engagement. According to the results, in general, psychologists and counselors can take a step towards increasing students' academic engagement by teaching resilience to students and changing their implicit beliefs about intelligence.
Keywords: academic engagement, resilience, implicit beliefs of intelligence, self-handicapping, students, secondary school
Type of Study: Research Paper |
Subject:
Educational Psychology
Received: 2025/02/9 | Revised: 2025/04/26 | Accepted: 2025/05/10 | ePublished: 2025/05/10
Received: 2025/02/9 | Revised: 2025/04/26 | Accepted: 2025/05/10 | ePublished: 2025/05/10
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