Studying the relationship between intelligence beliefs and academic performance of students with learning difficulties

The aim of the present research was to study the relationship between intelligence beliefs and academic performance of students with learning difficulties in first and second grades of high schools.

Research population consisted of all girls studying in first and second grades of Tehran’s 5th district high school from among whom a number of 60 students were chosen. The sampling method was that six high schools were selected from 5th district using convenient sampling method, and from each school, 10 students with learning difficulties were randomly selected from among students identified by teachers or school counselors as having learning difficulties. Research tools included Zabihi & Hesari’s Intelligence Beliefs Questionnaire (2005) and grade point average of students as index of their academic performance. Data were analyzed using Pearson correlation coefficient.

Data analysis showed that there is a significant relationship between intelligence beliefs and academic achievement. In addition, there is a stronger relationship between the incremental intelligence beliefs and academic performance in comparison to the relationship between inherent intelligence beliefs and academic performance.

Findings of the present study point to the importance of improving the incremental intelligence beliefs among students in order to improve their academic performance.