TY - JOUR
T1 - Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents
AU - Rubio, Andrés
AU - Oyanedel, Juan Carlos
AU - Viñas, Ferran
AU - Torres-Vallejos, Javier
AU - Céspedes-Carreño, Cristián
AU - Pedraza, Danae
AU - Benbenishty, Rami
N1 - Publisher Copyright:
© Instituto Universitário de Ciências Psicológicas, Sociais e da Vida 2023. corrected publication 2023.
PY - 2024/9
Y1 - 2024/9
N2 - This study analyzed the mediating role that implicit theories of intelligence and academic self-efficacy may play in the relationship between psychopathology and mathematical performance. The sample consisted of 838 students from first and second year of high school. A numerical calculation test was applied, followed by psychopathology self-report scales, implicit theories of intelligence, and academic self-efficacy. Serial multiple mediation models were tested. The results showed a complete mediation of the effect of psychopathology on mathematical performance through implicit theories of intelligence and academic self-efficacy. The effect of entity theories of intelligence on mathematical performance was both direct and through academic self-efficacy, whereas the effect of incremental theories of intelligence was only through academic self-efficacy. Identifying the variables that mediate the relationship in question is crucial to develop targeted interventions to prevent the development of a vicious circle between psychopathology and poor school performance.
AB - This study analyzed the mediating role that implicit theories of intelligence and academic self-efficacy may play in the relationship between psychopathology and mathematical performance. The sample consisted of 838 students from first and second year of high school. A numerical calculation test was applied, followed by psychopathology self-report scales, implicit theories of intelligence, and academic self-efficacy. Serial multiple mediation models were tested. The results showed a complete mediation of the effect of psychopathology on mathematical performance through implicit theories of intelligence and academic self-efficacy. The effect of entity theories of intelligence on mathematical performance was both direct and through academic self-efficacy, whereas the effect of incremental theories of intelligence was only through academic self-efficacy. Identifying the variables that mediate the relationship in question is crucial to develop targeted interventions to prevent the development of a vicious circle between psychopathology and poor school performance.
KW - Academic self-efficacy
KW - Implicit theories of intelligence
KW - Mathematical skills
KW - Psychopathology
KW - School performance
UR - http://www.scopus.com/inward/record.url?scp=85174913368&partnerID=8YFLogxK
U2 - 10.1007/s10212-023-00753-x
DO - 10.1007/s10212-023-00753-x
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AN - SCOPUS:85174913368
SN - 0256-2928
VL - 39
SP - 1865
EP - 1886
JO - European Journal of Psychology of Education
JF - European Journal of Psychology of Education
IS - 3
ER -