The effect of core beliefs on academic competence mediated by academic excitement

The purpose of this study was to investigate the effect of basic beliefs on academic competence mediated by academic excitement in Tehran students. The research method was applied in terms of purpose, in terms of descriptive-correlational data collection and also in terms of quantitative data type. The statistical population of the study consisted of all male high school second-grade students in Tehran in the academic year of 1396. Using multistage cluster random sampling, 449 students were selected as the sample size. Kathleen and Epstein's (1992) Critical Beliefs Questionnaire, Diprena and Eliot's (2000) Academic Competency Questionnaire, and Pekran et al. (2005) Academic Excellence Questionnaire were used to measure the variables studied. The data were analyzed by structural equation modeling. The fit indices showed the desired fit of the model with the collected data. The findings showed that the indirect effect of core beliefs on academic competence and academic excitement was influenced (p <0.01). Thus, basic beliefs with the mediating role of academic emotion can affect students' academic competence.