The Role of Implicit Intelligence Theories in Educational Improvement of High School Students

The purpose of the present research was studying the role of implicit intelligence theories in students’ educational improve-ment. The research method was correlation and the statistical population was all female students in special high schools (state exemplary school and Shahed) in Mashhad city on academic year of 2013-2014; that 332 of them were selected by using multi-stage cluster sampling method. The used tool was implicit theories of intelligence scale (ITIS) that its reliability and validity had been confirmed. The average mark of students was regarded as mark of academic improvement. Data was analyzed by using descriptive statistic، correlation coefficient of Pearson and multiple- regression method. The results are: 1- there were negative and significant correlation between intelligence intrinsic theory and the students’ educational improvement (r=-0. 56، p<0. 001). 2- There was positive and significant correlation between intelligence incremental theory and the students’ educational improvement (r=0. 41، p<0. 001). 3- 38% of the variance of students’ educational improvement marks can be explained according to implicit intelligence theories. With regard to importance of implicit intelligence theories in improving of educational purposes، directors of education must pay attention to implicit intelligence theories as an important factor in academic improvement of students.