A Correlational Study Of The Relationships Between Implicit Theories Of Intelligence, Perceived Self-Efficacy, Self-Regulated Learning, And Academic Achievement Of Undergraduate Students At An Hbcu

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Advanced Studies, Leadership, and Policy


Doctor of Philosophy

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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) the General Perceived Self-Efficacy Scale (GPSS), and (c) the Self-Regulated Learning Inventory (SRLI). Academic achievement was measured using the students' GPA as calculated by the institution of higher education. The results showed that the full regression model was not a good fit for predicting GPA. However, the study did identify a significant relationship between the three independent variables: implicit theories of intelligence, self-efficacy, and self-regulated learning. In addition, The TOI Entity Subscore was predictive of GPA.