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Published on: September 27, 2020
Growth Mindset and Self-Perceived Adaptive Intelligence: A Structural Model of Motivation, Metacognition,
Aljawharah Fahad Aljubilah1, Khaled Ahmed Abdel-Al Ibrahim2, Ahmad Al-Adwan3
1Department of Psychology, College of Education and Human Development, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia.
Journal of Intelligence
|July 27, 2026
Summary
An academic growth mindset positively influences students' learning motivation and metacognitive awareness, leading to better academic adaptation and self-perceived adaptive intelligence in Jordanian undergraduates.
Area of Science:
- Educational Psychology
- Cognitive Science
- Higher Education Studies
Background:
- Understanding factors influencing academic success is crucial in higher education.
- Mindset theory, self-regulated learning, learner autonomy, and adaptive intelligence offer frameworks for student development.
- The relationship between academic growth mindset and adaptive intelligence requires further empirical investigation.
Purpose of the Study:
- To test an integrated structural model of associations between academic growth mindset and self-perceived adaptive intelligence.
- To examine the mediating roles of learning motivation, metacognitive awareness, and self-regulated learning strategies.
- To investigate learner autonomy as a moderator in the self-regulated learning to academic adaptation pathway.
Main Methods:
- Survey data collected from 640 Jordanian undergraduate students.
- Partial least squares structural equation modeling (PLS-SEM) using WarpPLS 8.0.
- Analysis of theoretically ordered indirect associations and moderation effects.
Main Results:
- Academic growth mindset positively predicted learning motivation and metacognitive awareness.
- Learning motivation and metacognitive awareness positively predicted self-regulated learning strategies, which predicted academic adaptation, ultimately predicting self-perceived adaptive intelligence.
- Learner autonomy did not significantly moderate the relationship between self-regulated learning strategies and academic adaptation.
Conclusions:
- The study supports a sequential indirect pathway from academic growth mindset to self-perceived adaptive intelligence via motivational and metacognitive factors.
- Findings highlight the importance of fostering a growth mindset for enhancing students' adaptive intelligence.
- Results contribute to distinguishing domain-specific academic adaptation from broader adaptive intelligence constructs.
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