This study examined the incremental validity of different information and communication technologies (ICT)-related person characteristics over and above intelligence and and prior achievement when predicting ICT literacy across a period of three years. Relative weights analyses were performed to determine the relative contribution of each…

This study examines teachers' beliefs in the nature and malleability of intelligence, how these beliefs may vary in different academic domains, and whether those beliefs have any significant relationships with teachers' self-efficacy beliefs, epistemological beliefs, and proposed interventions for struggling students. Findings showed that teachers…

More than just intelligence is needed to learn accounting. We see from prior work that the non-cognitive aspects of learning can influence the experience for accounting students. We investigate by survey both self-efficacy beliefs [Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2),…

The purpose of this study was to explore possible relationships between the implicit theories of intelligence, self-efficacy, self-regulated learning, and academic achievement of undergraduate students enrolled at an HBCU in a mid-Atlantic state. Three instruments were used in this study: (a) the Implicit Theory of Intelligence Scale (TOI), (b)…

It was investigated how domain-specific knowledge, fluid intelligence, vocational interest and work-related self-efficacy predicted domain-specific problem-solving performance in the field of office work. The participants included 100 German VET (vocational education and training) students nearing the end of a 3-year apprenticeship program as an…

Previous work examines the relationships between personality traits and intrinsic/extrinsic motivation. We replicate and extend previous work to examine how personality may relate to achievement goals, efficacious beliefs, and mindset about intelligence. Approximately 200 undergraduates responded to the survey with a 150 participants replicating…

School success is closely linked to intelligence but also to non-cognitive factors such as achievement motivation. The present study examines which non-cognitive factors predict secondary school grades and looks at reasons why female students tend to outperform their male counterparts. A sample of 554 German freshman students provided measures of…

This empirical study explores the roles that Emotional Intelligence (EI) and Emotional Self-Efficacy (ESE) play in undergraduates' mathematical literacy, and the influence of EI and ESE on students' attitudes towards and beliefs about mathematics. A convenience sample of 93 female and 82 male first-year undergraduates completed a test of…

In the development of performance excellence, the relative roles played by intellectual ability and motivation remain speculative. This study investigates the role played by general intelligence, school environment, self-efficacy, and aspects of personal identity in the formation of learning motivation in German students attending the Gymnasium…

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2018, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and…

The aim of this study was to investigate self-theories (theories of intelligence, confidence in one's intelligence, internal attribution of failure, academic self-efficacy), specific control, and experiencing of stress by means of a questionnaire for 915 Swedish high school students. Factor analysis yielded 6 stress domains (Workload, Psychosocial…