The relationship between intelligence beliefs and achievement motivation with academic enthusiasm of Kermanshah secondary school students: the mediating role of academic resilience

Kavarkoohi, Fatemeh; Moradi, Asie; Momeni, Khodamorad

doi:10.30473/etl.2026.70387.4152

The relationship between intelligence beliefs and achievement motivation with academic enthusiasm of Kermanshah secondary school students: the mediating role of academic resilience

Document Type : Research

Authors

¹ MSc in General Psychology, Faculty of Social Sciences, Razi University. Kermanshah. Iran.

² Assistant Prof of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.

³ Associate Prof of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.

10.30473/etl.2026.70387.4152

Abstract

Today, students’ academic success is a matter of great importance for parents, the educational system, and all those concerned with the growth and development of society. Students’ success in academic activities largely depends on their level of enthusiasm for learning. Enthusiastic students tend to participate more actively in the classroom and demonstrate higher levels of interest and motivation. The positive effects of academic enthusiasm on students’ academic engagement and increased effort highlight the necessity of studying this construct and identifying the factors influencing it. The purpose of the present study was to predict academic enthusiasm based on intelligence beliefs and achievement motivation, considering the mediating role of academic resilience. This study was applied in terms of purpose and descriptive–correlational in terms of data collection, and it was conducted using structural equation modeling. The statistical population consisted of second-cycle high school students in Kermanshah during the 2019–2020 academic year, from whom 175 students were selected through multistage cluster sampling. Participants completed the Hermans Achievement Motivation Questionnaire (1970), the Intelligence Beliefs Questionnaire by Dweck and Martin (2005), the Academic Enthusiasm Scale by Fredricks and Blumenfeld (2004), and the Academic Resilience Scale by Martin and Marsh (2006). The collected data were analyzed using structural equation modeling techniques. The results of path analysis indicated that the proposed model demonstrated a good fit. The findings showed that entity intelligence beliefs had a significant negative effect on both academic resilience and academic enthusiasm, whereas incremental intelligence beliefs exerted a direct and positive effect on academic enthusiasm.

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