Prediction the Academic Self-efficacy based on Incremental Intelligence Mindset, Motivational Beliefs and Academic Competence

Objective: This study investigates the interplay between incremental intelligence mindset, motivational beliefs, academic competence, and academic self-efficacy among university students. The primary objective is to explore how these psychological factors collectively influence academic adjustment Methods: In a correlation study, a sample of university students (n=300) from Islamic Azad University of Marvdasht, participated in the research, providing responses to validated self-report questionnaires. Results: The results reveal that the proposed model, consisting of incremental intelligence mindset, motivational beliefs, and academic competence, significantly explains academic adjustment (F=8.52, p 0.001). Furthermore, the model explains 47.9% of the variance in academic self-efficacy (R-squared=0.49). Specifically, incremental intelligence mindset (β=0.25, p 0.001), motivational beliefs (β=0.38, p 0.01), and academic competence (β=0.23, p 0.010) positively and significantly predict academic self-efficacy. Conclusions: These findings highlight the substantial impact of these factors on students’ self-perceived academic efficacy. The implications of these results are profound for educational institutions and practitioners. Understanding the influential role of incremental intelligence mindset, motivational beliefs, and academic competence in shaping academic self-efficacy can inform targeted interventions to enhance students’ academic experiences and outcomes.