Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?

We examined motivational orientations, cognitive–metacognitive strategies, and resource management in predicting academic achievement. Undergraduates (407) completed the Motivated Strategies Learning Questionnaire, Implicit Theories of Intelligence Scale, Achievement Goal Inventory, and self-reported grade point average. A MANCOVA (controlling for sex and age) indicated that low self-efficacy students tended to believe intelligence is innate and...