School of Humanities Education, Inner Mongolia Medical University, Hohhot, 010000, China.
BMC Psychol. 2024 Oct 29;12(1):602. doi: 10.1186/s40359-024-01999-w.
Academic adjustment is crucial for students' success and well-being, yet the factors influencing this process must be more adequately understood. Although prior research has explored the impact of Intelligence and motivational beliefs on academic outcomes, there is a need to clarify how these beliefs interact to influence academic adjustment. Specifically, the existing literature needs a comprehensive model that integrates intelligence beliefs, motivational beliefs, and academic self-efficacy and examines their combined effect on academic adjustment.
This research aims to develop and analyze a model that explains the relationships among intelligence beliefs (fixed and growth mindsets), motivational beliefs (including self-efficacy and intrinsic value) and test anxiety in predicting academic adjustment. This study also seeks to investigate the mediating role of academic self-efficacy in these associations, providing a deeper understanding of the underlying mechanisms that contribute to students' academic adaptation.
The research employed a correlational methodology, targeting male and female undergraduate students at Inner Mongolia Medical University during the 2021 academic year. The statistical population comprised students from various departments, and a convenience sampling approach was utilized. Data collection involved 384 participants who completed questionnaires, including the Academic Adjustment Questionnaire, Intelligence Beliefs Questionnaire, Motivational Beliefs Questionnaire, and Academic Self-Efficacy Questionnaire.
The findings revealed a favourable fit between the proposed model and the collected data. Furthermore, through a comprehensive direct and indirect effects analysis, it was evident that academic self-efficacy mediated the relationships among intelligence beliefs (both inherent and incremental), self-efficacy, intrinsic value, test anxiety, and academic adjustment. These results contribute to a nuanced understanding of the factors influencing academic adjustment among undergraduate students. CONCLUSIONS AND IMPLICATIONS: In conclusion, this research underscores the pivotal role of academic self-efficacy as a mediator in the nexus between intelligence beliefs (both inherent and incremental) and academic adjustment. The study advocates for heightened attention to these constructs in educational planning. It emphasizes the need for educational interventions that foster positive Intelligence and motivational beliefs and mitigate test anxiety to enhance academic self-efficacy and promote successful academic adjustment. The implications of these findings extend to educators, counsellors, and policymakers involved in shaping the educational experiences of undergraduate students.
学术调整对于学生的成功和幸福至关重要，但必须更充分地了解影响这一过程的因素。尽管先前的研究已经探讨了智力和动机信念对学业成绩的影响，但需要澄清这些信念如何相互作用影响学术调整。具体来说，现有文献需要一个综合的模型，该模型整合智力信念、动机信念和学业自我效能感，并检验它们对学术调整的综合影响。
本研究旨在开发和分析一个模型，解释智力信念（固定和成长心态）、动机信念（包括自我效能感和内在价值）和考试焦虑与预测学术调整的关系。本研究还旨在探讨学术自我效能感在这些关联中的中介作用，从而更深入地了解有助于学生学术适应的潜在机制。
该研究采用了相关性研究方法，以 2021 学年内蒙古医科大学的男女本科生为研究对象。统计人群包括来自不同系的学生，并采用便利抽样方法。数据收集涉及 384 名参与者，他们完成了问卷，包括学术调整问卷、智力信念问卷、动机信念问卷和学业自我效能感问卷。
研究结果表明，所提出的模型与收集的数据拟合良好。此外，通过综合直接和间接效应分析，显然学术自我效能感中介了智力信念（固定和增量）、自我效能感、内在价值、考试焦虑和学术调整之间的关系。这些结果有助于深入了解影响本科生学术调整的因素。
总之，本研究强调了学术自我效能感作为智力信念（固定和增量）和学术调整之间关系的中介的关键作用。该研究提倡在教育规划中更加关注这些结构。它强调需要进行教育干预，以培养积极的智力和动机信念，减轻考试焦虑，提高学术自我效能感，促进成功的学术调整。这些发现的意义延伸到教育工作者、辅导员和参与塑造本科生教育经验的政策制定者。
