Thesis:

Title : The relationship between intelligence beliefs and self-esteem with academic engagement: The mediating role of academic vitality among elementary school students in Shashtamed city.

The aim of the present study was to investigate the relationship between intelligence beliefs, self-esteem, and academic engagement with the mediating role of academic vitality in elementary school students in Sheshtamed city. The statistical population of the study included all elementary school students in Sheshtamed city. The sample size of the study included 145 students who were selected through random sampling. Data were collected using the Intelligence Beliefs Questionnaire (Dweck, 1999), Rosenberg Self-Esteem Questionnaire (Rosenberg, 1965), Academic Engagement Questionnaire (Fredericks, Blumenfeld, & Paris, 2004), and Academic Vitality Questionnaire (Martin & Marsh, 2008). Data analysis was performed using descriptive statistics, Pearson correlation coefficient, and path analysis. The results showed that there is a positive and significant relationship between intelligence beliefs, self-esteem, academic engagement, and academic vitality (p<0.01). The results of path analysis showed that academic vitality plays a mediating role in the relationship between intelligence beliefs, self-esteem, and academic engagement. These findings indicate that promoting intelligence and esteem beliefs through increasing academic vitality can help improve academic engagement of elementary school students and have important implications for designing educational and psychological programs in schools

Keywords: Intelligence beliefs, self-esteem, academic engagement, academic vitality