Volume 25, Issue 1 (6-2026)
JRUMS 2026, 25(1): 63-76 |
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Ethics code: IR.HSU.REC.1404.048
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Farshad M, Erfanpur H, Badparva N. Explaining the Relationship between Intelligence Beliefs and Self-Esteem and Academic Engagement of Elementary School Students with Emphasis on the Mediating Role of Academic Vitality: A Descriptive Study. JRUMS 2026; 25 (1) :63-76
URL: http://journal.rums.ac.ir/article-1-7909-en.html
URL: http://journal.rums.ac.ir/article-1-7909-en.html
hakim sabzevari uni
Abstract: (2 Views)
Background and Objectives: Energy and motivation in learning originate from students' beliefs about themselves and, as a fundamental driving force, shape their academic progress. The present study aimed to explain the relationship between intelligence beliefs and self-esteem and academic engagement with the mediating role of academic buoyancy in elementary school students in Shashtamad City.
Materials and Methods: In the present descriptive study, the statistical population included all elementary school students in Shashtamad County in the academic year 2025-2026. The sample size was 153 subjects, who were selected using multi-stage cluster random sampling. The research instruments were Babaei's (1998) Intelligence Beliefs Questionnaire, Rosenberg's (1965) Self-Esteem Questionnaire, Fredricks et al.'s (2004) Academic Engagement Questionnaire, and Martin and Marsh's Academic Buoyancy Questionnaire. Data analysis was performed by Structural Equation Modeling (SEM) method.
Results: The results showed that the total path coefficient between intellectual beliefs (β=0.38, p=0.001), self-esteem (β=0.21, p=0.001), and the direct coefficient of academic vitality (β=0.18, p=0.001) and academic engagement was positive and significant. Also, the indirect path coefficient between intellectual beliefs (β=0.41, P=0.001) and self-esteem (β=0.25, P=0.001) and academic engagement through academic vitality was positive and significant.
Conclusion: Academic buoyancy mediates the relationship between intelligence beliefs and self-esteem and academic engagement in elementary school students. Therefore, mental health professionals should develop programs for students in the field of teaching academic buoyancy skills.
Keywords: Intelligence beliefs, Self-esteem, Academic engagement, Academic vitality
Funding: This study did not have any funds.
Conflict of interest: None declared.
Ethical considerations: The Ethics Committee of Hakim Sabzevari University has approved the study (IR.HSU.REC.1404.048).
Authors' contributions:
- Conceptualization: Mohammadreza Farshad
- Methodology: Mohammadreza Farshad, Hamid Erfanpour
- Data collection: Hamid Erfanpour
- Formal analysis: Mohammadreza Farshad, Hamid Erfanpour
- Supervision: Mohammadreza Farshad, Narges Badparva
- Project administration: Mohammadreza Farshad
- Writing – original draft: Narges Badparva
- Writing – review & editing: Mohammadreza Farshad, Narges Badparva
Materials and Methods: In the present descriptive study, the statistical population included all elementary school students in Shashtamad County in the academic year 2025-2026. The sample size was 153 subjects, who were selected using multi-stage cluster random sampling. The research instruments were Babaei's (1998) Intelligence Beliefs Questionnaire, Rosenberg's (1965) Self-Esteem Questionnaire, Fredricks et al.'s (2004) Academic Engagement Questionnaire, and Martin and Marsh's Academic Buoyancy Questionnaire. Data analysis was performed by Structural Equation Modeling (SEM) method.
Results: The results showed that the total path coefficient between intellectual beliefs (β=0.38, p=0.001), self-esteem (β=0.21, p=0.001), and the direct coefficient of academic vitality (β=0.18, p=0.001) and academic engagement was positive and significant. Also, the indirect path coefficient between intellectual beliefs (β=0.41, P=0.001) and self-esteem (β=0.25, P=0.001) and academic engagement through academic vitality was positive and significant.
Conclusion: Academic buoyancy mediates the relationship between intelligence beliefs and self-esteem and academic engagement in elementary school students. Therefore, mental health professionals should develop programs for students in the field of teaching academic buoyancy skills.
Keywords: Intelligence beliefs, Self-esteem, Academic engagement, Academic vitality
Funding: This study did not have any funds.
Conflict of interest: None declared.
Ethical considerations: The Ethics Committee of Hakim Sabzevari University has approved the study (IR.HSU.REC.1404.048).
Authors' contributions:
- Conceptualization: Mohammadreza Farshad
- Methodology: Mohammadreza Farshad, Hamid Erfanpour
- Data collection: Hamid Erfanpour
- Formal analysis: Mohammadreza Farshad, Hamid Erfanpour
- Supervision: Mohammadreza Farshad, Narges Badparva
- Project administration: Mohammadreza Farshad
- Writing – original draft: Narges Badparva
- Writing – review & editing: Mohammadreza Farshad, Narges Badparva
Type of Study: Research |
Subject:
Psychiatry
Received: 2025/12/10 | Accepted: 2026/05/30 | Published: 2026/06/20
Received: 2025/12/10 | Accepted: 2026/05/30 | Published: 2026/06/20
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