Investigation the causal relationship between gender and incremental intelligence belief with cognitive and metacognitive strategies with mediating role of academic positive emotions in student

Document Type : Research Paper

Authors

1 PhD student in Educational Psychology, Shahid Chamran University of Ahvaz, Khoozestan, Iran.

2 Assistant Professor of Educational Psychology, Shahid Chamran University of Ahvaz, Khoozestan, Iran.

3 PhD student of Educational Psychology, Shahid Chamran University of Ahvaz, Khoozestan, Iran.

Abstract

     The aim of this study was to test the causal relationship between gender and incremental intelligence belief with cognitive and metacognitive strategies through academic positive emotions. For this purpose, 192 students of Lorestan University were selected using stratified random sampling and completed Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990), Implicit Theories of Intelligence Scale (Abd-El-Fattah & Yates, 2006) in the student population and Pekrun's Achievement Emotion Questionnaire (Pekrun, Goetz, Titz & Perry, 2002). To evaluation the proposed model was done by Structural Equation Modeling method. The results of the study indicated that incremental intelligence belief has a positive relationship with cognitive and metacognitive strategies. Also, there is a significant difference among male and female students in terms of cognitive strategies. Additionally, gender and incremental intelligence belief were able to predict cognitive and metacognitive strategies through academic positive emotions. Accordingly, it can be said that the gender variable and incremental intelligence belief leads to the positive emotions and thus help to make more use of cognitive and metacognitive learning strategies. These findings emphasize the role of beliefs and gender identity in creating positive emotions in order to dominate cognitive and metacognitive strategies.

Keywords

References

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