Sadra Medical Journal

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Editorial Board

Publication Ethics

Indexing and Abstracting

Related Links

Peer Review Process

The Structural Relationship Model Predicting Students’ Academic Performance Based on Problem-solving Skills and Intelligence Beliefs with the Mediating Role of Academic Challenge

Document Type : Original Article

Authors

1 MSc in School Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

2 Associate Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

3 Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

10.30476/smsj.2025.100407.1454

Abstract

Introduction: Investigating students’ academic performance is one of the critical factors in enhancing the quality of school education. The purpose of the present study was to examine the structural relationship model predicting students' academic performance based on problem-solving skills and intelligence beliefs, with the mediating role of academic challenge.
Methods: This study was applied in terms of purpose and descriptive in terms of nature and method. The study population included all second-grade high school students enrolled in public schools in Ardabil in 2023. A total of 170 students were selected through a multi-stage cluster random sampling method. They completed questionnaires on academic performance, problem-solving skills, intelligence beliefs, and academic challenges in a group setting at their school. The collected data were analyzed using SmartPLS 4 software.
Results: The results of the structural equation model indicated that intelligence beliefs and problem-solving skills had a direct and positive effect on academic performance. Additionally, the indirect effect of intelligence beliefs and problem-solving skills on academic performance was confirmed through the mediation of academic challenge (P<0.001). The model demonstrated a good fit based on the goodness-of-fit indices.
Conclusion: In light of the findings and the reciprocal relationships between academic performance, problem-solving skills, intelligence beliefs, and academic challenges, it is recommended that educational practitioners and teachers strengthen students’ problem-solving skills, intelligence beliefs, and academic challenges. This approach is expected to contribute to the improvement of student’s academic performance.

Keywords

References
  1. Jahanbakhsh M, Aghadavodian Jolfaee A, Kelishadi R, Sattarti M. Identifying the Relationship between Different Factors Affecting 13 to 18-Year-Old Students Mental Health in Different Regions of Iran Using Random Forest Technique. Sadra Medical Journal. 2000;10(4):359-68. [Persian].
  2. Chen S, Ding Y. A machine learning approach to predicting academic performance in Pennsylvania’s schools. Social Sciences. 2023;12(3):118. doi: 3390/socsci12030118.
  3. Wahono B, Chang C-Y, Retnowatı A. Exploring a direct relationship betweenstudents’ problem-solving abilities and academic achievement: A STEM education at a coffee plantation area. Journal of Turkish Science Education. 2020;17(2):211-24. doi: 36681/tused.2020.22.
  4. Issah I, Appiah O, Appiahene P, Inusah F. A systematic review of the literature on machine learning application of determining the attributes influencing academic performance. Decision analytics journal. 2023;7:100204. doi:1016/j.dajour.2023.100204.
  5. Erdoğdu MY. The mediating role of school engagement in the relationship between attitude toward learning and academic achievement. International Journal of Education and Literacy Studies. 2019;7(2):75-81. doi: 7575/aiac.ijels.v.7n.2p.75.
  6. Beyazsacli M. Relationship between problem solving skills and academic achievement. The Anthropologist. 2016;25(3):288-93. doi:1080/09720073.2016.11892118.
  7. Turgay D, Turkan K. The effects of mind games in math and grammar courses on the achievements and perceived problem-solving skills. British Journal of Educational Technology. 2018;5:1-13.
  8. Ostovarfar J, Alipoor M, Nazari M, Ghorbani M. Strategies for Coping with Problems and Determination of Their Correlates in Female Students of the Third Educational District in Shiraz in 2015. Sadra Medical Journal. 2015;4(1):11-20. [Persian].
  9. Arslan C. Interpersonal problem solving, self-compassion and personality traits in university students. Educational Research and Reviews. 2016;11(7):474-81. doi: 5897/ERR2015.2605.
  10. Guaman-Quintanilla S, Everaert P, Chiluiza K, Valcke M. Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity. International Journal of Technology and Design Education. 2023;33(1):217-40. doi:1007/s10798-021-09724-z.
  11. Dikmen S, Çiçek Fighting against corruption and bribery in public procurements during the Covid-19 pandemic. The ethics of bribery: Theoretical and empirical studies. Berlin: Springer; 2023. p. 309-28. doi:10.1007/978-3-031-17707-1_18.
  12. Almulla MA, Al-Rahmi WM. Integrated social cognitive theory with learning input factors: The effects of problem-solving skills and critical thinking skills on learning performance sustainability. Sustainability. 2023;15(5):3978. doi: 3390/su15053978.
  13. Hwang G-J, Chen P-Y. Effects of a collective problem-solving promotion-based flipped classroom on students’ learning performances and interactive patterns. Interactive Learning Environments. 2023;31(5):2513-28. doi:1080/10494820.2019.1568263.
  14. Veerasamy AK, D’Souza D, Lindén R, Laakso MJ. Relationship between perceived problem-solving skills and academic performance of novice learners in introductory programming courses. Journal of Computer Assisted Learning. 2019;35(2):246-55. doi: 1111/jcal.12326.
  15. Diaconu-Gherasim LR, Tepordei A-M, Mairean C, Rusu A. Intelligence beliefs, goal orientations and children’s academic achievement: does the children’s gender matter? Educational Studies. 2019;45(1):95-112. doi:1080/03055698.2018.1443796.
  16. Dweck CS, Leggett EL. A social-cognitive approach to motivation and personality. Psychological review. 1988;95(2):256. doi:1037/0033-295X.95.2.256.
  17. Dweck CS. Mind-sets. Principal leadership. 2010;10(5):26-9.
  18. Kernis MH. Efficacy, Agency, and Self-Esteem. In: Kernis MH, editor. Efficacy, Agency, and Self-Esteem. Boston, MA: Springer US; 1995. p. 237-53. doi: 1007/978-1-4899-1280-0_12.
  19. Lauermann F, Meißner A, Steinmayr R. Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains. Journal of Educational Psychology. 2020;112(2):364. doi: 1037/edu0000377.
  20. Dinger FC, Dickhäuser O. Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study. International Journal of Educational Research. 2013;61:38-47. doi: 1016/j.ijer.2013.03.008
  21. Potvin P, Cyr G. Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers. Journal of Research in Science Teaching. 2017;54(9):1121-42.
  22. Radmanesh E, Dortaj F, Sadipour E, Delavar A, Asadzadeh H. Compilation and Validation of Dynamic Mindset instrucational Package based on Inteligence beliefs theory of Dweck and determining of it’s Effectiveness on tenacity and academic procrastination of female students. Journal of Modern Psychological Researches. 2022;17(66):131-40. [Persian]
  23. Zeqeibi Ghannad S, Baranian S, Alipour S. On the relationship between perceptions of classroom quality and cognitive flexibility with academic challenge and academic performance among high school students. Journal of School Psychology. 2020;8(4):112-30. [Persian].
  24. Abdollahi A, Noltemeyer A. Academic hardiness: Mediator between sense of belonging to school and academic achievement? The journal of educational research. 2018;111(3):345-51. doi: 1080/00220671.2016.1261075.
  25. Abdellatif MS, Zaki MA. Problem-Solving Skills as a Mediator Variable in the Relationship between Habits of Mind and Psychological Hardiness of University Students. International Journal of Higher Education. 2021;10(3):88-99. doi: 5430/ijhe.v10n3p88.
  26. Alizadeh M, Derakhshan M, Baraneyan S. Investigating The Relationship Between Intelligence Believes and Academic Dishonesty: Mediating Role of Academic Challenge. Educ Strategy Med Sci 2022;15(1):58-67. [Persian].
  27. Badri R, Khani M. The relation between epistemological beliefs and implicit theories of intelligence with goal orientation. New Educational Approaches. 2014;9(1):53-74. [Persian].
  28. Shafiei H, Rohi Hdid Z. Causal Model of Academic Vitality Based on Academic Self-Regulation Strategies and Cognitive Emotion Regulation Strategies with the Mediating Role of Corona Anxiety. Int J Instr. 2023;16(62):104-130. [Persian].
  29. Stover S, Holland C. Students’ Approach to learning over time. Nurse Educ Pract. 2021;52:103026. doi: 1016/j.nepr.2021.103026.
  30. Basharpoor S, Ahmadi S. The pattern of structural relationships executive function, ego resilience, and moral identity in predicting self-efficacy for quitting people drug dependents: The mediating role of mindfulness. Military Caring Sciences. 2021;8(2):169-82. [Persian].
  31. Hoyle R. The structural equation modeling approach: Basic concepts and fundamental issues. London: Sage; 1995.
  32. Dortaj, Fariborz. Investigating the effect of process and product mental simulation on improving the academic performance of students, creating and validating the academic performance test. PhD Thesis. Tehran: Allameh Tabatabai University; 2004. p. 2-8. [Persian].
  33. Pashaei P, Konesh K. The effect of emotional coping skills training on exam anxiety and academic performance of high school girls. Applied Psychology Quarterly. 2009;3(4):7-20. [Persian].
  34. Heppner PP, Petersen CH. The development and implications of a personal problem-solving inventory. Journal of counseling psychology. 1982;29(1):66. doi: 1037/0022-0167.29.1.66.
  35. Farzi H, Zareie HA. The survey of relationship between responsibility and problem-salving styles among sixth grad student of Shahindezh in 1392-1393 academic year. Journal of Educational Psychology. 2016;6(4):59-69. [Persian].
  36. Rastgo A, Naderi E, Shariatmadari A, Sifnaraghi M. The impact of Internet information literacy training on university student’s problem solving skills. Journal of New Approaches in Educational Administration. 2010;1(4):1-22. [Persian].
  37. Abd-El-Fattah SM, Yates G. Implicit Theory of Intelligence Scale: Testing for factorial invariance and mean structure. Australian Association for Research in Education Conference, Adelaide, South Australia. 2006:1-14.
  38. Mohabi M, Shahni Yilaq M, Pasha Sharifi H. Examining the psychometric indicators of the Implicit Theory of Intelligence (IT IS) questionnaire in the student community. J Educ Meas. 2012;4(41):43-64. [Persian].
  39. Ghanbari Talab M, Shekholeslami R, Foladghang M, Hoseinchari M. Relationship between intelligence beliefs and school well-being: The meditating role of hope emotion. Biquarterly Journal of Cognitive Strategies in Learning. 2018;6(11):95-115. [Persian].
  40. Porter SR, Rumann C, Pontius J. The validity of student engagement survey questions: Can we accurately measure academic challenge? New Directions for Institutional Research. 2011;2011(150):87-98. doi: 1002/ir.391.
  41. Tan D, Yough M, Desmet OA, Pereira N. Middle school students’ beliefs about intelligence and giftedness. Journal of Advanced Academics. 2019;30(1):50-73. doi: 1177/1932202X18809360.
  42. Benishek LA, Lopez FG. Development and initial validation of a measure of academic hardiness. Journal of career assessment. 2001;9(4):333-52. doi: 1177/106907270100900402.
Sadra Medical Journal
Volume 13, Issue 1
January 2025
Pages 169-181
Files
Share
How to cite
Statistics