The Relationship Between Achievement Goals and Intelligence Beliefs with Academic Self-Efficacy: The Mediating Role of Parents' Educational Expectations

Students' attitude toward their abilities in educational activities is considered an important predictor of academic results. The present study was conducted to investigate the mediating role of parents' educational expectations in the relationship between achievement goals and intelligence beliefs with the educational self-efficacy of 1st high school students.

The descriptive research method is correlation type. The study's statistical population included all the first-year high school students of Faruj city (North Khorasan) in 1400. The study sample included 329 first-year high school students who were selected through random cluster sampling. The data collection tools included the Student Self-efficacy Scale (Jinks & Morgan, 1999), Achievement Goal Measures (Elliott & McGregor), 2001, the Scale of Implicit Theories about Intelligence (Abd-El-Fattah, & Yates, 2006), and the Scale of Educational Aspirations and Expectations for Adolescents (Jacob, 2010). Data were analyzed using Pearson's correlation coefficient and structural equations using SPSS22 and Amos22 software.

The results showed that there is a significant correlation between the variables of increased intelligence beliefs, achievement goals, academic self-efficacy, and parents' educational expectations (p<0.05). The effect of achievement goals on parents' educational expectations (0.57), increasing intelligence on parents' educational expectations (0.43), and parents' educational expectations on educational self-efficacy (0.85) is positive and significant (p>0.001). Also, in the presented model, the effects of increased intelligence beliefs and Mastery-approach goals due to parents' educational expectations on educational self-efficacy are statistically significant and the model has a good fit.

Although students' motivational and cognitive beliefs directly affect their educational self-efficacy, they can also affect their academic self-efficacy by influencing the educational expectations of their parents.