Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents

Andrés Rubio, Juan Carlos Oyanedel, Ferran Viñas, Javier Torres-Vallejos, Cristián Céspedes-Carreño, Danae Pedraza, Rami Benbenishty

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
JournalEuropean Journal of Psychology of Education
DOIs
StateAccepted/In press - 2023
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2023, Instituto Universitário de Ciências Psicológicas, Sociais e da Vida.

Keywords

  • Academic self-efficacy
  • Implicit theories of intelligence
  • Mathematical skills
  • Psychopathology
  • School performance

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