摘要：Self-efficacy is an important influence on human achievement in a wide variety of settings, including education, health, sports, and work. Students’ intelligence theories could help us to predict students’ self-efficacy. The goal of the present research was to compare the self-efficacy in students with entity and incremental intelligence theory in classroom. Participants were 108 seventh male grade students from Iran. Questionnaires were used to assess intelligence theories and self-efficacy. Results shown that students with entity intellectual theory reported lower self-efficacy compared with students who had incremental theory about their intelligence. When students keep felxiable beliefs about their intelligence, in turn, influences their beliefs about what they can do in terms of a particular task or context and support students’ motivation in difficult tasks relative to rigid and entity strategies. Teachers need encourage incremental intelligence theory to promot self-efficacy and their resistance in achievement situations.
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