Personality Traits, Implicit Theories of Intelligence and Academic Performance: Mediating Role of Adaptability

The aim of this study was to investigate the mediating role of adaptability in relation to personality traits (conscientiousness) and implicit beliefs of intelligence with academic outcomes. The research was a descriptive correlational study that model of study was analyzed by structural equation modeling. The research population included all high school students in Shiraz in 2020. 315 high school students (170 girls) and (145 boys) were selected by accessible sampling method. To collect data, the Rhodewalt and Jones Self Handicapping Questionnaire (1982), Student sense of connectedness with school scale (Brew et al., 2004), Adaptability Scale (Martin et al., 2012), Implicit Beliefs Intelligence Scale (Abdolfattah & Yates, 2005), Neo Personality Inventory (Costa and McCurry, 1985) were used. The grade point average of the academic scores was obtained from the participants as a self-report. The results exhibited that conscientiousness have a significant direct effect on academic outcomes (B = .67). Also, the incremental belief (B = .41), entity belief (B = .42) and adaptability (B = .24) have a significant direct effect on academic outcomes. In addition, conscientiousness indirectly affect academic outcomes through adaptability (B = .11). In addition, it was shown that the incremental belief (B = .09) and entity belief (B = .05) have an indirect effect on academic outcomes through adaptability. According to the findings, the model fit indices indicated that the model presented in this study was optimal. In general, when special attention is paid to personality traits and implicit beliefs of intelligence in educational institutions, people's adaptation increases and prepares them for success in educational fields.