The present study examined the relationships between beliefs about intelligence and automatic learning regarding the mediating role of achievement goals and academic emotions using path analysis.To fulfill this, goal 322 graduate students of Fars Payame Noor University
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The present study examined the relationships between beliefs about intelligence and automatic learning regarding the mediating role of achievement goals and academic emotions using path analysis.To fulfill this, goal 322 graduate students of Fars Payame Noor University were chosen through ratio stratified sampling, and then, answered to the Self-Report Questionnaire consisting of the Intelligence Beliefs, Questionnaire of Achievement Goals, the Questionnaire of Academic Emotions, and the Automatic Learning Subscales. The results showed the indirect and direct effects of entity and incremental intelligence beliefs on autonomy in learning. Incremental intelligence belief had indirect positive effect on autonomy in learning via the mediation of mastery goals and positive emotions. Moreover, innate intelligence belief had indirect negative effect on autonomy in learning through the mediation of performance-avoidance goals, performance-approach goals, and negative emotions.
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