Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents

被引：1

作者：

Rubio, Andres ^{[1
,2
]}

Oyanedel, Juan Carlos ^{[3
]}

Vinas, Ferran ^{[4
]}

Torres-Vallejos, Javier ^{[3
]}

Cespedes-Carreno, Cristian ^{[3
]}

Pedraza, Danae ^{[5
]}

Benbenishty, Rami ^{[3
,6
]}

机构：

[1] Andres Bello Univ, Fac Econ & Business, Santiago, Chile

[2] Diego Portales Univ, Fac Psychol, Santiago, Chile

[3] Andres Bello Univ, Fac Educ & Social Sci, Santiago, Chile

[4] Univ Girona, Girona, Catalonia, Spain

[5] Univ Chile, Fac Social Sci, Santiago, Chile

[6] Hebrew Univ Jerusalem, Jerusalem, Israel

来源：

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION | 2024年 / 39卷 / 03期

关键词：

Psychopathology; Implicit theories of intelligence; Academic self-efficacy; School performance; Mathematical skills; STUDENTS MOTIVATIONAL BELIEFS; PREDICTING ACHIEVEMENT; GROWTH MINDSET; MENTAL-HEALTH; ANXIETY; SCHOOL; SCALE; ATTRIBUTIONS; TRANSITION; DEPRESSION;

D O I：

10.1007/s10212-023-00753-x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study analyzed the mediating role that implicit theories of intelligence and academic self-efficacy may play in the relationship between psychopathology and mathematical performance. The sample consisted of 838 students from first and second year of high school. A numerical calculation test was applied, followed by psychopathology self-report scales, implicit theories of intelligence, and academic self-efficacy. Serial multiple mediation models were tested. The results showed a complete mediation of the effect of psychopathology on mathematical performance through implicit theories of intelligence and academic self-efficacy. The effect of entity theories of intelligence on mathematical performance was both direct and through academic self-efficacy, whereas the effect of incremental theories of intelligence was only through academic self-efficacy. Identifying the variables that mediate the relationship in question is crucial to develop targeted interventions to prevent the development of a vicious circle between psychopathology and poor school performance.

引用

页码：1865 / 1886

页数：22

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