Relationship Between Intelligence Beliefs and School well- being: The Meditating Role of Hope Emotion

Document Type : Research Article

Authors

Abstract

Aim: The purpose of research was to investigate the mediating roles of hope emotion in the relationship between intelligence beliefs and school well- being in a causal model. Method: The study method was a descriptive-correlation and statistical population included of all students of high school in the city of Lordegan in the 2016-17 academic year (3008 person), which 456 students were selected through multistage cluster sampling. For collecting data, used from Implicit Theory of Intelligence Scale (Abd-El-Fattah & Yates, 2005), Hope Emotion Subscale (Pekrun, Goetz, Titz& Perry, 2005), and School-Related Well-Being Scales (Kaplan & Maehr, 1999). Research hypothetical model was tested by path analysis and AMOS software.
Results: The results were marker direct effects of incrementalbelief and fixedbelief on school well-being. Furthermore, emotion of hope showed direct effect on school well-being. In addition, results of boot strap test showed the mediating role of hope in the relationship between incrementalbeliefand school well-being.
Conclusion:Results of this research indicated the importance of emotion ofhope based on intelligence beliefs in school well- being.

Keywords


خرمایی، فرهاد و کمری، سامان. (1396). «ساخت و بررسی ویژگی‌های روان‌سنجی مقیاس امید به تحصیل»، راهبردهای شناختی در یادگیری، 5(8)، 15-37.

ذبیحی حصاری، نرجس خاتون و غلامعلی لواسانی، مسعود. (1393). «رابطه باورهای هوشی و اهداف پیشرفت با خودکارآمدی در دانشجویان دانشگاه پیام­نور»، پژوهش در یادگیری آموزشگاهی، 1(4)، 9-17.

فاتحی، امید و شکری، زهرا. (1393). «نقش میانجی‌گری هیجانات در رابطه خودکارآمدی تحصیلی و راهبردهای یادگیری»، راهبردهای شناختی در یادگیری، 2(3)، 73-93.

کاوسیان، جواد؛ کدیور، پروین و فرزاد، ولی‌الله. (1391). «رابطه متغیرهای محیطی، تحصیلی با بهزیستی مدرسه: نقش نیازهای روان‌شناختی، خودتنظیمی انگیزشی و هیجان‌های تحصیلی»، پژوهش در سلامت روانشاختی، 1، 10-26.
کدیور، پروین؛ فرزاد، ولی‌الله؛ کاوسیان، جواد و نیکدل، فریبرز. (1388). «رواسازی پرسشنامه هیجان‌های تحصیلی پکران»، فصلنامه نوآوری‌های آموزشی، 22، 7-39.
محبی نورالدین، محمدحسین؛ شهنی ییلاق، منیجه و شریفی، حسن پاشا. (1393). «بررسی شاخص‌های روانسنجی مقیاس نظریه ضمنی هوش (ITIS) در جامعه دانشجویی»، اندازه‌گیری تربیتی، 17، 89-110.
Abd-El-Fattah, S. M., Yates, G. (2010). “Implicit theory of intelligence scale: testing for factorial invariance and mean structure”. Social Psychology of Education, 9, 1-14.
Anthony, R. Artino, J., Holmboe, S., Steven, J., Durning, S. (2012). “Can achievement emotions be used to better understand motivation, learning, and performance in medical education?”,Medical Teacher, 34(3), 240-244.
Alvarez, J. M., Ruble, D. N., Bolger, N. (2001). “Trait understanding or evaluative reasoning? An analysis of childrens behavioral predictions”, Child Development, 72, 1409-1425.
Blackwell, L. S., Trzesniewski, K. H., Dweck, C. S. (2007). “Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention”. Child Development, 78(1), 246-263.
Bradshaw, J., Keung, A., Rees, G., & Goswami, H. (2011). “Children's subjective well-being: international comparative perspectives”. Children and Youth Services Review, 33, 548-556.
Burrus, J., Moore, R. (2016). “The incremental validity of beliefs and attitudes for predicting mathematics achievement”, Learning and Individual Differences, 16, 1-6.
Cefai, C., Cavi oni, V. (2014). Social and Emotional Education in Primary School. Springer New York Heidelberg Dordrecht London.
Chen, J. A., Pajares, F. (2010). “Implicit theories of ability of Grade 6 science students: Relation to epistimological beliefs and academic motivation and achievement in science”. Contemporary Educational Psychology, 35, 75-87.
Cromley, T. J. (2014). “Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach”. Contemporary Educational Psychology, 39, 233-247.
Danielsen, A. G., Samdal, O., Hetland, J., Wold, B. (2009). “School-related social support and students’perceived life satisfaction”. Journal of Educational Research, 102, 303-318.
Dodge, R., Daly, A., Huyton, J., Sanders, L. (2012). “The challenge of defining wellbeing”. International Journal of Wellbeing, 2(3), 222-235.
Dweck, C. S., Molden, D. C. (2005). Self-Theories: Their impact on competence motivation and acquisition. In A. Elliot, C.S. Dweck (Eds.), the handbook of competence and motivation. New York: Guilford.
Dweck, C. S., Leggett, E. L. (1988). “A social-cognitive approach to motivation and personality”. Psychological Review, 95, 256-273.
Dyck, K. T., Holtzman, S. (2013). “Understanding humor styles and well-being: The importance of social relationships and gender”. Personality and Individual Differences, 55, 53-58.
Engels, N., Aelterman, A., Van Petegem, K., Schepens, A. (2004). “Factors which influence the well-being of pupils in Flemish secondary schools”. EducationalStudies, 30, 127-143.
Feldman, D, B., Bach, J. (2016). “Hope”. Encyclopedia of Mental Health, 332-336.
Feldman, D., Kubota, M. (2015). “Hope, self-efficacy, optimism, and academic chievement: Distinguishing constructs and levels of specificity in predicting college grade-point average”, Learning and Individual Differences, 37, 210-216.
Frenzel, A. C., Pekrun, R., Goetz, T., Vom Hofe, R. (2006). Girls’ and boys’ emotional Experiences in mathematics. Manuscript submitted for publication.
Furnham, A. (2014). “Increasing your intelligence: Entity and incremental beliefs about the multiple intelligences”, Learning and Individual Differences, 32, 163-167.
Hofman, R. H., Hofman, W. H. A., Guldemond, H. (1999). “Social and cognitive outcomes: A comparison of contexts of learning”. School Effectiveness and School Improvement, 10, 352-366.
Howell, A. J., Buro, K. (2009). “Implicit beliefs, achievement goals, and procrastination: A mediational analysis”. Learning & Individual Differences, 19(1), 151-154.
Kaplan, A., Maehr, M. L. (1999). “Enhancing themotivation of African American students: An achievement goal theory perspective”. Journal of Negro Education, 68, 23-35.
Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: Guilford.
Knörzer, L., Brünken, R., Park, B. (2016). “Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning”. Learning and Instruction, 44, 97-107.
Konu, A. I., Rimpela, M. K., Lintonen, T. P. (2002). “Factors associated with school children’s general subjective well-being”. Health Education Research, 17, 155-165.
Levinson, C. A., Byrne, M., Rodebaugh, T. L. (2016). “Shame and guilt as shared vulnerability factors: Shame, but not guilt, prospectively predicts both social anxiety and bulimic symptoms”. Eating Behaviors, 22, 188-193.
Levontin, L., Halperin, E., Dweck, C. S. (2013). “Implicit theories block negative attributions about a longstanding adversary: The case of Israelis and Arabs”. Journal of Experimental Social Psychology, 49, 670-675.
Long, R. F., Huebner, E. S. (2014). “Differential validity of global and domain-specific measures of life satisfaction in the context of schooling”. Child Indicators Research, 7, 671-694.
Martin, A. J., Nejad, H. G., Colmar, S.,Liem, G. A. (2013). “Adaptability: How students’ responses to uncertainty and novelty predict their academic and nonacademic outcomes”. Journal of Educational Psychology, 105(3), 728-746.
Mary, C., Murphy, M. C.,Dweck, C. S. (2016). “Mindsets shape consumer behavior”. Journal of Consumer Psychology, 26(1), 127-136.
Mueller, C., Williams, R., Dweck, C. (2010). “Children's Theories of Health Predict Their Responses to Disease”. Journal of Surgical Research, 4(2), 158-168.
Murphy, M. C., Dweck, C. S., Chapman, J., Kray, L. J. (2013). “[Organizational lay theories in Fortune 500 companies]. Unpublished data. Nussbaum, A. D., Dweck, C. S. (2008). Defensiveness vs. remediation: Selftheories and modes of self-esteem maintenance”. Personality and Social Psychology Bulletin, 34, 599-612.  
Nicholls, J. G., Patashnick, M., & Mettetal, G. (1986). “Conceptions of ability and intelligence”. Child Development, 57, 636-645.
Orkibi, H., Ronen, T., Assoulin, N. (2013). “The Subjective Well-Being of Israeli Adolescents Attending Specialized School Classes”. Journal of Educational Psychology, 106(2), 515-526.
Passanisi, A., Sapienza, I., Budello, S., Giaimo, F. (2015). “The Relationship between Guilt, Shame and Self-Efficacy Beliefs in Middle School Students”. Social and Behavioral Sciences, 197, 1013-1017.
Pekrun, R. (2006). “The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice”. Educational Psychology Review, 18, 315-341.
Pekrun, R., Frenzel, A. C., Goetz, T., Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In: Schutz PA, Pekrun R, editors. Emotion in education. Burlington, MA: Academic Press. pp 13-36.
Pekrun, R., R, Goetz, T., Frenzel, A., Barchfeld, P., Perry, R. (2011). “Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire”. Contemporary Educational Psychology, 36, 36-48.
Pekrun, R., Goetz, T., Titz, W. (2002). “Academic Emotions in Students’ Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research”. Educational Psychologist, 37(2), 91-106.
Pekrun, R., Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun, & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120-141). New York: Taylor & Francis.
Phan, H. P., Ngu, B. H., Alrashidi, O. (2016). “Role of Student Well-Being: A Study Using Structural Equation Modeling”, Psychological Reports, 119(1), 77-105.
Ramachandren, V. S. (2012). Encyclopedia of human. London: Academic Press.
Rand, K. L., Martin, A. D., Shea, A. M. (2011). “Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement”. Journal of Research in Personality, 45, 683-686.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M.,Salovey, P. (2011). “Classroom Emotional Climate, Student Engagement, and Academic Achievement”, Journal of Educational Psychology, 104(3), 700-712.
Santrock, J. W. (2009). Life-Span Development. New York: NY McGraw-Hill Higher Education.
Satici, S. A. (2016). “Psychological vulnerability, resilience, and subjective well-being: The mediating role of hope”. Personality and Individual Differences, 102, 68-73.
Snyder, C. R., Irving, L., Anderson, J. R. (1991). Hope and health: Measuring the will and the ways. In C. R. Snyder & D. R. Forsyth (Eds.) Handbook of social and clinical psychology: The health perspective (pp. 285-305). E lmsford, New York: Pergamon Press
Steidl, S., Mohiuddin, S., Anderson, A. (2006). “Effects of emotional arousal on multiple memory systems: Evidence from declarative and procedural learning”. Learning and Memory, 13, 650-658.
Vazquez, C, Hervas, G., Rahona, J. J., & Gomez, D. (2009). “Psychological well-being and health. Contributions of positive psychology”. Annuary of Clinical and Health Psychology, 5, 15-27.
Webb, D. (2013). “Pedagogies of Hope”. Studies in Philosophy and Education, 34(4), 397-414.
Weiner, B. (1985). “An Attributional Theory of Achievement Motivation and Emotion”. Psychological Review, 92(4), 548-573.
Woolfolk, A. E. (2004). Educational psychology. Pearson, International Edition.
World Health Organization. (2000). The World Health Report 2000. Health Systems: Improving Performance. Geneva: World Health Organization. http://www.who.int/whr/2000/en/ (accessed 1 September 2010).
You, J. W., Kang, M. (2014). “The role of academic emotions in the relationship between perceived academic control and self-regulated learning inonline learning”, Computers & Education, 77, 125-133.
Yuill, N. (1997). “English children as personality theorists: Accounts of the modifiability, development, and origin of traits”. Genetic, Social and General Psychology Monographs, 123, 5-26.
Zeidner, M., Boekaerts, M., Pintrich, P. R. (2000). Self-regulation: Directions and challenges for future research. In M. Boekaerts, P. R. Pintrich, M. Zeidner (Eds.), Handbook of self-regulation (pp. 750-768). San Diego, CA: Academic Press.
Zeidner, M. (1998). Test anxiety: the state of the art. New York, NY: Plenum.
Zeidner, M. (2007). Test anxiety in educational contexts: What I have learned so far. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165–184). San Diego, CA: Academic Press.