Abstract
The purpose of the present study is to examine the role of Invitational Education and intelligence beliefs in the academicperformance of high school students. The research population comprised all male and female students studying at high schoolsin the academic year of 2009-2010 in Kashmar, a city in Iran. Selected through multi-stage random sampling The researchsample included 540 students (270 females and 270 males). The research instruments were the Invitational Teaching Survey(Amos, Purkey, & Tobias, 1984), and Intelligence Beliefs Questionnaire (Zabihi, 2005). Students’ grade point average wasused as an indicator of academic performance during high school. Data were analyzed using path analysis of direct andindirect effects of Invitational Education on intelligence beliefs and performance of high school. The results showed that of thesub-components of Invitational Education, as described in the Invitational Teaching Survey (Amos, Purkey & Tobias, 1984),consideration has positive and significant effect on incremental intelligence and performance. Coordination has positive andsignificant effect on inherent intelligence beliefs. Skill has positive and significant effect on incremental intelligence andperformance. Incremental intelligence beliefs have positive and significant effect on performance. Consideration has negativeand significant effect on inherent intelligence beliefs. Coordination has negative and significant effect on inherent intelligencebeliefs. Inherent intelligence beliefs have negative and significant effect on performance. Skill has negative and significanteffect on inherent intelligence beliefs. Consideration, coordination and skill components of Invitational Education haveindirect and significant effect on performance through inherent and incremental intelligence beliefs. These findings show thatit is necessary to take the role of Invitational Education and intelligence beliefs into account when studying academicperformance.
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