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

doi:10.1007/s10212-023-00753-x

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

Universidad Andrés Bello
Universidad Diego Portales
University of Girona
Universidad Santo Tomás, Santiago
Universidad de Chile
Hebrew University of Jerusalem

Research output: Contribution to journal › Article › peer-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 language	English
Pages (from-to)	1865-1886
Number of pages	22
Journal	European Journal of Psychology of Education
Volume	39
Issue number	3
DOIs	https://doi.org/10.1007/s10212-023-00753-x
State	Published - Sep 2024
Externally published	Yes

Bibliographical note

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

Funding

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: this research was supported by SCIA ANID CIE160009, FONDECYT 1181533, and FONDECYT 3210780.

Funders	Funder number
SCIA ANID	CIE160009
Fondo Nacional de Desarrollo Científico y Tecnológico	1181533, 3210780

Keywords

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

Access to Document

10.1007/s10212-023-00753-x

Cite this

Rubio, A., Oyanedel, J. C., Viñas, F., Torres-Vallejos, J., Céspedes-Carreño, C., Pedraza, D., & Benbenishty, R. (2024). Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents. European Journal of Psychology of Education, 39(3), 1865-1886. https://doi.org/10.1007/s10212-023-00753-x

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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.",

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Rubio, A, Oyanedel, JC, Viñas, F, Torres-Vallejos, J, Céspedes-Carreño, C, Pedraza, D & Benbenishty, R 2024, 'Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents', European Journal of Psychology of Education, vol. 39, no. 3, pp. 1865-1886. https://doi.org/10.1007/s10212-023-00753-x

Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents. / Rubio, Andrés; Oyanedel, Juan Carlos; Viñas, Ferran et al.
In: European Journal of Psychology of Education, Vol. 39, No. 3, 09.2024, p. 1865-1886.

Research output: Contribution to journal › Article › peer-review

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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

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

Abstract

Bibliographical note

Funding

Keywords

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