F. Fathi; A. Hajiyakhchali; Z. Morovati
Volume 21, Issue 1 , June 2014, , Pages 55-78
Abstract
The aim of this study was to examine the casual relationship between Personality characteristics and, beliefs about intelligence and academic self-efficacy and the performance academic with regards the mediating role of goals achievement in female high school students in Khorramabad. The participants ...
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The aim of this study was to examine the casual relationship between Personality characteristics and, beliefs about intelligence and academic self-efficacy and the performance academic with regards the mediating role of goals achievement in female high school students in Khorramabad. The participants of the study were 280 female Khorramabadi students, who were selected randomly through multi-stage random sampling method. The instruments used in this study were the Neo-Five Factor Inventory (NEO-FFI), the Implicit Theory of Intelligence Scale (IT IS), the Achievement Goal Orientation Scale and the Self-efficacy Academic Scale .The fitness of the proposed model was examined through using path analysis. The indirect effects were tested through the bootstrap method (AMOS-20 software) was used. The results showed that indirect effect entity intelligence belief through performance approach goal orientation on academic performance and effect indirect incremental intelligence belief through, mastery approach goal orientation on academic performance was significant. In addition effect indirect conscientiousness through mastery approach goal on academic performance was significant. But effect indirect openness to experience through mastery approach goal orientation with academic performance was not significant. Better fit was obtained by omitting non-significant paths entity intelligence belief and mastery approach goal orientation, openness to experience and mastery approach goal orientation, agreeableness and mastery approach goal orientation, openness to experience and self-efficacy academic, agreeableness and academic performance and openness to experience and academic performance.
