McKay, Sylvester E.Spicer, Margaret2018-04-272018-04-272017http://hdl.handle.net/11603/10571The 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.enThis item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.EpistemologySelf-efficacyLearningEducational psychologyEducationText