Predicting academic self-efficacy and self-regulation based on metamemory with the mediation of implicit intelligence beliefs

Articles in Press

Document Type : Research

Authors

1 َAssistant Professor, Department of Psychology, University of Kurdistan, Sanandaj, Iran.

2 M.A.of Psychology, Teacher in elementary School, Marivan, Iran

3 َAssistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran.

Abstract

This research was conducted with the aim of predicting academic self-efficacy and self-regulation based on meta-memory with the mediation of implicit beliefs of intelligence. The research method was correlational. The statistical population in this research was 1800 second-year students of the second high school in Marivan. The sample size was 316 people, who were selected by cluster sampling using Morgan table and Cochran formula. The measurement tools in this study were Patrick's standard self-efficacy questionnaire (1997), Bouffard's self-regulation (1995), Trier and Rich's multifactor metamemory (2000), and Abdel Fattah and Bates' implicit beliefs of intelligence (2006). The results of data analysis showed that the research hypotheses and the significance of all factors in the model were confirmed. In other words, there is a positive and significant relationship between metamemory based on self-efficacy and self-regulation and the mediation of implicit beliefs of intelligence.
Keywords: Meta-memory, implicit beliefs of intelligence, academic self-efficacy, academic self-regulation

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Main Subjects

Research in School and Virtual Learning

Articles in Press, Accepted Manuscript
Available Online from 05 May 2025

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