Implicit Intelligence and Achievement Motivation in Relation to Academic Achievement

Exploring the Relationship between Implicit Intelligence, Achievement Motivation, and Academic Achievement in Adolescents

Abstract

The aim of this study was to find out the relationship between academic achievement, implicit intelligence and achievement motivation. The main objectives of the present study are to examine the relationship of achievement motivation with academic achievement and to explore the relationship between implicit intelligence and achievement motivation. The sample consisted of 200 male adolescents with 16 to 18 years age group with the average age of 16.8. The adolescents were assessed with, Implicit Theory of Intelligence Scale and Achievement Values and Anxiety Inventory. Pearson’s Product Moment method of correlation was used to analyze the data of present study. The results revealed that incremental belief about intelligence correlate positively with academic achievement (r= .35, p< .01) Entity belief about intelligence has shown negative relationship with academic achievement (r= -.18, p= .01). Need for achievement and achievement value correlated positively with academic achievement. The respective correlation coefficients are .39 (p< .01) and .33 (p< 01).