The relationship between psychological capital, educational self-regulatory and intelligence beliefs with students’ academic performance in University of Applied Sciences of Abdanan County

The present study investigates the relationship between psychological capital, educational self-regulatory and intelligence beliefs with students’ academic performance in University of Applied Sciences of Abdanan County. The research is of correlational studies. The study population consisted of all students at the University of Applied Sciences of Abdanan County who were enrolled in the academic year 2016-2017 and the sample consisted of 207 students (97 girls and 110 boys) who were selected by simple random sampling and in order to measure the variables, the Bouffard self-adjusting questionnaire (1995), Mental Faith Scale of Brown and Ryan (MFS), (2003) and Luthans’s Psychological Capital Questionnaire (PCQ) (2007) were used. To analyze the data, we used Pearson correlation and regression through the entry method. The results of this study showed that there is a significant positive relationship between psychological capital and educational self- regulatory with intelligence beliefs and in addition, there is a significant positive relationship between the four subscales of psychological capital (hope, resilience, optimism and self-efficacy) with academic performance.

psychological capital, educational self-regulatory, mental beliefs, academic performance