Predicting academic self-regulation based on intelligence beliefs and mindfulness of first grade high school students in Abadeh

Document Type : Research Paper

Author

• Elahe Aslami

Department of Psychology, Payame Noor University (PNU), P. O. Box 19395-4697, Tehran, Iran

10.30495/jedu.2022.26941.5383

Abstract

Introduction: The purpose of this study was to investigate the prediction of academic self-regulation based on intelligence beliefs and mindfulness of first grade high school students in Abadeh
research methodology: The type of research was applied in terms of purpose and descriptive in terms of method. The statistical population of the study included all first grade high school students in Abadeh (1400 people) who according to Morgan table, 300 students were selected by stratified random sampling. The Connell & Ryan (1987) questionnaire was used to measure academic Self- regulation and Abd-El-Fattah & Yates (2006) questionnaire was used to measure Implicit theories of intelligence and the five facet mindfulness questionnaire (Baer et al, 2006) was used to measure mindfulness. SPSS 22 software was used to analyze the data.
Findings: The results of Pearson correlation and multivariate regression by Inter method showed a significant and positive relationship between academic self-regulation with incremental Intelligence beliefs and mindfulness and a negative and significant relationship between academic self-regulation with innate Intelligence beliefs.
Conclusion: Beliefs of intelligence and mindfulness were able to explain a part of the variance of academic self-regulation.

Keywords

• Academic Self-Regulation
• incremental Intelligence beliefs
• innate Intelligence Beliefs
• Mindfulness

20.1001.1.20086369.1401.13.3.12.9

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